Amber N Warren
Biographic Data
| ID | 224928 |
|---|---|
| NAME | Amber N Warren |
| GIVEN NAMES | Amber N |
| FAMILY NAME | Warren |
| SIGNATURE | WARREN A N |
| AFFILIATIONS | Vanderbilt University |
| ORCID | 0000-0001-6454-2368 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Researcher positionality statements in applied linguistics
This study investigates how reflexive positionality is enacted in researcher positionality statements (RPSs) across twenty-two applied linguistics (AL) and language education journals (all SSCI Q1), focusing on how researchers articulate their positionality in relation to other dimensions of reflexivity, including disciplinary knowledge, relationships with research participants, methodological choices, and textual representation. Guided by method…
Fostering EFL pre-service teachers’ language activism in Türkiye
This study examines how English as a Foreign Language (EFL) pre-service teachers in Türkiye develop Critical Multilingual Language Awareness (CMLA) as a foundation for future language activism through scenario-based role-play and critical reflection activities. We explore how engaging in these experiential pedagogical tasks fosters awareness of linguistic hierarchies, power relations, and advocacy orientations. Using reflexive thematic analysis, …
Feeling Their Way Through It: Educators’ Emotions and Ethical Sensemaking of Tennessee’s Age-Appropriate Materials Act
Context: The study is situated in Tennessee, following the 2022 passage of the Age-Appropriate Materials Act (AAMA). This legislation required schools to maintain and publicly disclose a complete list of educational materials while implementing review processes to ensure content appropriateness relative to student age and maturity levels. The AAMA’s scope extended beyond school library collections to encompass all materials accessible to students…
Fostering critical multilingual language awareness with teacher candidates in Türkiye through linguistic landscape projects
This study examines how engagement with linguistic landscapes (LL) can foster critical multilingual language awareness (CMLA) among English language teacher candidates (TCs) in Türkiye. Grounded in a critical perspective, we adopted indexical ordering as a theoretical lens and analytical framework to analyze how TCs’ second-order indexicality evidenced developing CMLA. Data comprised 25 LL projects (collected images and written analysis) from und…
Dialogic meditations on (de)coloniality: A narrative self-study of pedagogical cartography in teacher education
From language to translanguaging in qualitative research: Exploring methodological and pedagogical possibilities
In this paper, we explore the monolingual assumptions enacted in qualitative methodological practice, which often render multilingual linguistic phenomena invisible or frame them as barriers to valid research. We discuss the conceptualization of language in qualitative methodological literature and explore how a theoretical lens of translanguaging might inform us in methodological practices. In particular, we address this question from three aspe…
Advocacy through sociodramatic scriptwriting: Figured worlds of multilingualism in online language teacher education
‘Beirut you will rise again’: A critical discourse historiographical analysis of the Beiruti Linguistic Landscape
This study examines the Linguistic Landscape (LL) of two streets in Beirut (Foch and Weygand) following a series of protests in October 2019 against the Lebanese government. We analyzed signs of protest on those two streets collected in 2020 and compared them to archival data collected back in 2015 prior to the commencement of the protests. We drew upon an expanding LL literature of contestation and resistance and theoretically framed our study i…
Refugee-background students and the institutional responsibility of schools: A narrative discourse analysis of US education news media
Necessitated by a heightened focus on global migration and its impact on educational realities across the globe, this study examined how educational experiences of students with refugee backgrounds are characterized in US educational news outlets. 385 articles from three online education news sites in the US were examined using a narrative-discursive approach. Analysis demonstrated how mutually dependent narrative patterns constructed students as…
Toward an inclination to advocate: A discursive study of teachers’ stance toward linguistically-responsive pedagogy in online language teacher education
An inclination to advocate is an important orientation for teachers working with emergent bilingual learners; emphasized in both frameworks for teacher education and in teacher education standards. Nevertheless, scholars have only begun to investigate how advocacy is constructed and enacted within online language teacher education coursework designed to promote linguistically responsive pedagogy. This study investigates teacher candidates’ orient…
Negotiating the limits of teacher agency: Constructed constraints vs. capacity to act in preservice teachers’ descriptions of teaching emergent bilingual learners
This study analyzes discussions from online language teacher education to understand how conversations between monolingual and bilingual preservice teachers (PSTs) in the US create and delimit structural constraints on teachers’ agency, (re)positioning teachers’ capacity to act in the instruction of emergent bilingual students (EBs). Employing positioning theory within a critical discursive psychology approach, findings demonstrate how bilingual …
How do you get the courage to stand up?’ Teachers’ constructions of activism in response to education policy reform
This study explores how six teachers worked up becoming and being activists in response to education reforms in the southeastern US. The reforms, which involved increasing student testing and implementing high-stakes teacher evaluations, were enacted following the authorization of the Every Student Succeeds Act, federal legislation governing elementary and secondary education. Discourse analysis of interview data demonstrates how engaging in acti…
How teachers deliberate policy: Taking a stance on third grade reading legislation in online language teacher education
Language teachers’ narratives of professional experience in online class discussions
Language teachers’ narratives of professional and personal experience have been shown to support sense-making, problem-solving, and the forging of personal connections, as well as to aid in developing their identities as language teachers. As language teacher education increasingly moves online, examining how teacher-learners engage in the sharing of professional experiences through narratives in these spaces is of paramount importance. This pape…
Beiruti linguistic landscape: An analysis of private store fronts
After the end of the civil war in 1990, a major reconstruction effort was underway in Beirut, the capital of Lebanon. With reconstruction came significant changes to the city’s landscape and identity. Adopting a linguistic landscape (LL) lens, this study aims at better understanding these changes by asking what languages are used on the store fronts of three Beiruti streets, and how the three linguistic landscapes are the same or different consid…
Exploring Experienced Teachers' Constructions of Culturally and Linguistically Diverse Students in an Online Class
This article examines online discussions during a teacher education class for experienced teachers seeking licensure in teaching English learners. It seeks to understand experienced teachers' constructions of culturally and linguistically diverse (CLD) students. Using discourse analysis to emphasize talk as situated and action-oriented, the article indicates how belief claims expressed during experienced teachers' online discussions construct spe…
This is my new normal’: Teachers’ accounts of evaluation policy at local school board meetings
In this study, we seek to illuminate teachers’ constructions of US teacher evaluation policies through close analysis of the way teachers in one district describe these policies. We conducted a thematic discursive analysis of 60 teachers’ speeches, recorded during local school board meetings in a Tennessee school district. Using discursive psychology as a lens, analysis focuses on the teachers’ constructions of teacher accountability policies and…
Applying conversation analysis methods to online talk: A literature review
Beiruti linguistic landscape: An analysis of private store fronts
After the end of the civil war in 1990, a major reconstruction effort was underway in Beirut, the capital of Lebanon. With reconstruction came significant changes to the city’s landscape and identity. Adopting a linguistic landscape (LL) lens, this study aims at better understanding these changes by asking what languages are used on the store fronts of three Beiruti streets, and how the three linguistic landscapes are the same or different consid…
This is my new normal’: Teachers’ accounts of evaluation policy at local school board meetings
In this study, we seek to illuminate teachers’ constructions of US teacher evaluation policies through close analysis of the way teachers in one district describe these policies. We conducted a thematic discursive analysis of 60 teachers’ speeches, recorded during local school board meetings in a Tennessee school district. Using discursive psychology as a lens, analysis focuses on the teachers’ constructions of teacher accountability policies and…
Refugee-background students and the institutional responsibility of schools: A narrative discourse analysis of US education news media
Necessitated by a heightened focus on global migration and its impact on educational realities across the globe, this study examined how educational experiences of students with refugee backgrounds are characterized in US educational news outlets. 385 articles from three online education news sites in the US were examined using a narrative-discursive approach. Analysis demonstrated how mutually dependent narrative patterns constructed students as…
Dialogic meditations on (de)coloniality: A narrative self-study of pedagogical cartography in teacher education
How do you get the courage to stand up?’ Teachers’ constructions of activism in response to education policy reform
This study explores how six teachers worked up becoming and being activists in response to education reforms in the southeastern US. The reforms, which involved increasing student testing and implementing high-stakes teacher evaluations, were enacted following the authorization of the Every Student Succeeds Act, federal legislation governing elementary and secondary education. Discourse analysis of interview data demonstrates how engaging in acti…
Applying conversation analysis methods to online talk: A literature review
This is my new normal’: Teachers’ accounts of evaluation policy at local school board meetings
In this study, we seek to illuminate teachers’ constructions of US teacher evaluation policies through close analysis of the way teachers in one district describe these policies. We conducted a thematic discursive analysis of 60 teachers’ speeches, recorded during local school board meetings in a Tennessee school district. Using discursive psychology as a lens, analysis focuses on the teachers’ constructions of teacher accountability policies and…
Beiruti linguistic landscape: An analysis of private store fronts
After the end of the civil war in 1990, a major reconstruction effort was underway in Beirut, the capital of Lebanon. With reconstruction came significant changes to the city’s landscape and identity. Adopting a linguistic landscape (LL) lens, this study aims at better understanding these changes by asking what languages are used on the store fronts of three Beiruti streets, and how the three linguistic landscapes are the same or different consid…
Exploring Experienced Teachers' Constructions of Culturally and Linguistically Diverse Students in an Online Class
This article examines online discussions during a teacher education class for experienced teachers seeking licensure in teaching English learners. It seeks to understand experienced teachers' constructions of culturally and linguistically diverse (CLD) students. Using discourse analysis to emphasize talk as situated and action-oriented, the article indicates how belief claims expressed during experienced teachers' online discussions construct spe…
How teachers deliberate policy: Taking a stance on third grade reading legislation in online language teacher education
Language teachers’ narratives of professional experience in online class discussions
Language teachers’ narratives of professional and personal experience have been shown to support sense-making, problem-solving, and the forging of personal connections, as well as to aid in developing their identities as language teachers. As language teacher education increasingly moves online, examining how teacher-learners engage in the sharing of professional experiences through narratives in these spaces is of paramount importance. This pape…
Toward an inclination to advocate: A discursive study of teachers’ stance toward linguistically-responsive pedagogy in online language teacher education
An inclination to advocate is an important orientation for teachers working with emergent bilingual learners; emphasized in both frameworks for teacher education and in teacher education standards. Nevertheless, scholars have only begun to investigate how advocacy is constructed and enacted within online language teacher education coursework designed to promote linguistically responsive pedagogy. This study investigates teacher candidates’ orient…
Negotiating the limits of teacher agency: Constructed constraints vs. capacity to act in preservice teachers’ descriptions of teaching emergent bilingual learners
This study analyzes discussions from online language teacher education to understand how conversations between monolingual and bilingual preservice teachers (PSTs) in the US create and delimit structural constraints on teachers’ agency, (re)positioning teachers’ capacity to act in the instruction of emergent bilingual students (EBs). Employing positioning theory within a critical discursive psychology approach, findings demonstrate how bilingual …
How do you get the courage to stand up?’ Teachers’ constructions of activism in response to education policy reform
This study explores how six teachers worked up becoming and being activists in response to education reforms in the southeastern US. The reforms, which involved increasing student testing and implementing high-stakes teacher evaluations, were enacted following the authorization of the Every Student Succeeds Act, federal legislation governing elementary and secondary education. Discourse analysis of interview data demonstrates how engaging in acti…
‘Beirut you will rise again’: A critical discourse historiographical analysis of the Beiruti Linguistic Landscape
This study examines the Linguistic Landscape (LL) of two streets in Beirut (Foch and Weygand) following a series of protests in October 2019 against the Lebanese government. We analyzed signs of protest on those two streets collected in 2020 and compared them to archival data collected back in 2015 prior to the commencement of the protests. We drew upon an expanding LL literature of contestation and resistance and theoretically framed our study i…
Refugee-background students and the institutional responsibility of schools: A narrative discourse analysis of US education news media
Necessitated by a heightened focus on global migration and its impact on educational realities across the globe, this study examined how educational experiences of students with refugee backgrounds are characterized in US educational news outlets. 385 articles from three online education news sites in the US were examined using a narrative-discursive approach. Analysis demonstrated how mutually dependent narrative patterns constructed students as…
Advocacy through sociodramatic scriptwriting: Figured worlds of multilingualism in online language teacher education
Dialogic meditations on (de)coloniality: A narrative self-study of pedagogical cartography in teacher education
From language to translanguaging in qualitative research: Exploring methodological and pedagogical possibilities
In this paper, we explore the monolingual assumptions enacted in qualitative methodological practice, which often render multilingual linguistic phenomena invisible or frame them as barriers to valid research. We discuss the conceptualization of language in qualitative methodological literature and explore how a theoretical lens of translanguaging might inform us in methodological practices. In particular, we address this question from three aspe…
Researcher positionality statements in applied linguistics
This study investigates how reflexive positionality is enacted in researcher positionality statements (RPSs) across twenty-two applied linguistics (AL) and language education journals (all SSCI Q1), focusing on how researchers articulate their positionality in relation to other dimensions of reflexivity, including disciplinary knowledge, relationships with research participants, methodological choices, and textual representation. Guided by method…
Fostering EFL pre-service teachers’ language activism in Türkiye
This study examines how English as a Foreign Language (EFL) pre-service teachers in Türkiye develop Critical Multilingual Language Awareness (CMLA) as a foundation for future language activism through scenario-based role-play and critical reflection activities. We explore how engaging in these experiential pedagogical tasks fosters awareness of linguistic hierarchies, power relations, and advocacy orientations. Using reflexive thematic analysis, …
Feeling Their Way Through It: Educators’ Emotions and Ethical Sensemaking of Tennessee’s Age-Appropriate Materials Act
Context: The study is situated in Tennessee, following the 2022 passage of the Age-Appropriate Materials Act (AAMA). This legislation required schools to maintain and publicly disclose a complete list of educational materials while implementing review processes to ensure content appropriateness relative to student age and maturity levels. The AAMA’s scope extended beyond school library collections to encompass all materials accessible to students…
Fostering critical multilingual language awareness with teacher candidates in Türkiye through linguistic landscape projects
This study examines how engagement with linguistic landscapes (LL) can foster critical multilingual language awareness (CMLA) among English language teacher candidates (TCs) in Türkiye. Grounded in a critical perspective, we adopted indexical ordering as a theoretical lens and analytical framework to analyze how TCs’ second-order indexicality evidenced developing CMLA. Data comprised 25 LL projects (collected images and written analysis) from und…
Sociology (11 works) · Multilingual Education and Policy (9 works) · Pedagogy (9 works) · Psychology (9 works) · EFL/ESL Teaching and Learning (8 works) · Linguistics (6 works) · Mathematics education (6 works) · Political science (6 works) · Second Language Learning and Teaching (6 works) · Teacher education (6 works)