The ultimate goal of research is to support multilingual children’s learning and development by contributing to the knowledge base on their language, literacy, academic, and socioemotional development.
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My research begins with children’s multilingual experiences as developmental contexts. Children do not experience bilingualism simply as membership in a categorical group; they encounter languages through particular patterns of interaction with parents, caregivers, teachers, peers, and communities. These experiences can differ substantially across children and may provide distinct opportunities for language, literacy, and broader development. My work therefore examines multilingual experiences across home and school contexts and asks how variation in these experiences is associated with children’s developmental outcomes.
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Understanding multilingual experiences requires attention not only to children’s environments but also to the cognitive and neurobiological systems through which learning occurs. A second line of my research investigates how language, literacy, executive function, and neurobiological processes interact to support learning.
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A third line of my research focuses directly on developmental heterogeneity and its implications for education. Children enter educational settings with different configurations of linguistic, cognitive, and literacy skills, and they may respond differently to similar experiences. Understanding these differences is essential for developing educational systems that can recognize children’s strengths and provide appropriate support.
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