Matthew R Deroo
Biographic Data
| ID | 644224 |
|---|---|
| NAME | Matthew R Deroo |
| GIVEN NAMES | Matthew R |
| FAMILY NAME | Deroo |
| SIGNATURE | DEROO M R |
| AFFILIATIONS | University of Miami |
| ORCID | 0000-0002-1024-4311 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
“Being taken as a slave is better than being killed”: How PragerU’s curriculum reinforces hierarchy and hegemony
This study is a critical discourse analysis that examines how Leo and Layla’s History Adventures (a children’s video series produced by PragerU) constructs ideological representations of U.S. history through hierarchy-enhancing legitimizing myths (HE-LMs). Rooted in Social Dominance Theory, HE-LMs offer a framework for analyzing how narratives do more than distort historical facts; they also promote ideological understandings that justify existin…
A comparative case study of student transnational identity positioning in the United States and Ireland
This comparative case study explores how Albarko and Victor, two Black male students from immigrant backgrounds in the United States and Ireland, negotiated a sense of belonging through transnational community resources. Using data from two prior independent studies, this study advances understandings of immigrant identity that move beyond fixed notions of citizenship as aligned to the nation-state. We use positioning theory (Davies, Bronwyn, and…
‘I hate slavery, too’: A systemic functional linguistics analysis of pragerU’s history-based children’s programing
We frame our study in a period of increased partisanship and polarization. This study examines Leo and Layla’s History Adventures, a web series produced by PragerU – a right-wing media organization approved for use in public schools in eleven U.S. states. Focusing on four episodes about enslavement and Reconstruction, we use Systemic Functional Linguistics (SFL) to analyze how verb processes position actors and ideologies within the narratives. O…
Expressions and representation of languaging in contemporary comics
This article focuses on the use of language in comics, including translated and untranslated forms, for instructional purposes and implications. The authors surveyed comics/graphic novel works that included representations of language and analyzed these representations from a translanguaging framework (García & Wei, 2014). Specific analysis and examples are provided from the Image Comics series Saga. Instructional implications include the afforda…
Engaging culturally and linguistically diverse youth in semiotic analysis for community‐based inquiry
This manuscript examines multimodal storytelling as community inquiry for an urban high school class of 30 first‐ and second‐generation bi/multilingual immigrant students, most of whom maintained transnational connections. We share how these students, in an A.P. Research class, engaged in community‐based inquiry and utilized various multimodal artifacts from a university cultural heritage collection, including a field trip to the cultural heritag…
Latina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education
In this article, we examine the ways 17 Latina/o bilingual teacher candidates (TCs) employed spatial rationales to make meaning of why they mostly leverage English within their bilingual teacher education classes at their Hispanic-Serving Institution. We asked: (1) How do TCs interpret the predominance of English on campus and the bilingual teacher education program? (2) What do TCs’ understandings reveal about the nature of the structures sustai…
Harnessing multimodality in language teacher education: Expanding English-dominant teachers’ translanguaging capacities through a Multimodalities Entextualization Cycle
This qualitative case study (Yin, [2014]. Case Study Research: Design and Methods. 5th Ed. Thousand Oaks, CA: Sage.) emerged from our effort to support teachers, who predominantly identify as monolingual speakers, in learning about translanguaging through a less-explored facet of translanguaging: multimodality. Drawing upon Bezemer and Kress’s (2016 Bezemer, J. J., and G. R. Kress. 2016. Multimodality, Learning and Communication: A Social Semioti…
Transnational Youth Expressing Religious Being and Belonging through Writing: Youth Writers’ Purposes, Audiences, and Formal Choices across Public US Secondary Classrooms, 2015-2020
Against the backdrop of White Christian nationalism, which fomented an intensifying atmosphere of religious marginalization and violence toward transnationals in the US between 2015 and 2020, and in the context of teachers responding to this atmosphere of marginalization and violence with their writing curriculum and pedagogies, this study compared how three transnational youth wrote to express religious being and belonging in secondary classroom…
Tesol Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times
This study highlights Masters‐level TESOL students’ meaning‐making about translanguaging theory and pedagogy through writing in response to course readings and conversations. To gain deeper insight into shifting understandings of languaging that seek to move from monoglossic orientations to heteroglossic framing of language learning as connected to dynamic bilingualism, we drew on both translanguaging (García & Li, 2014) and reflective writing as…
Museums in support of preservice teacher learning: Expanding understandings of multiliteracies and translanguaging in content area teaching
This article investigates how a community-university partnership between an art-museum and a teacher education program supported university students in a disciplinary literacy course to move beyond the privileging of discrete language systems to extend awareness of learners’ multilingual and multimodal resources as a part of their integrated communicative repertoires. Specifically, the article highlights how engagement at the art museum and two c…
Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate Tesol Course
This article draws upon a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to analyze audio recordings of a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a professor and his students might leverage and enact their own linguistic repertoires to enhance their …
“They enjoyed little political power: ” Representations of immigrant experience in an 11th-grade U.S. history textbook
Fostering Pre-Service Teachers’ Critical Multilingual Language Awareness: Use of Multimodal Compositions to Confront Hegemonic Language Ideologies
Drawing upon tenets of Critical Multilingual Language Awareness (CMLA), we analyzed multimodal compositions created by preservice teachers (PSTs) from two institutions to investigate their meaning-making at the nexus of language, identity, and power. Through analysis of PSTs’ multimodal compositions, reflective writing about their coursework, and retrospective interviews, participants shared how these compositions informed their working understan…
“Air I Breathe”: Songwriting as Literacy Practices of Remembrance
This qualitative study, based on data from an ongoing after-school literacy and songwriting initiative, examines the multiliteracy practices of Noriah Rose and Koral, Black adolescent girls, and their socially situated meaning-making and sharing about loss. Specifically, we asked, “In what ways do youth grapple with complicated meanings of loss as they share creative and artistic songwriting practices?” We build upon interdisciplinary framings in…
Examining Moments of Possibility Toward College Readiness in a Literacy‐and‐Songwriting Initiative
The authors examined how middle and high school students participating in a literacy‐and‐songwriting initiative in Detroit, Michigan, experienced moments of possibility that supported the youth in envisioning themselves as college bound. The authors explain how they drew from culturally relevant and sustaining educational approaches to design literacy instruction for youth of color that built from students’ interests as strengths, challenging edu…
Latinxs in contention: A systemic functional linguistic analysis of 11th-grade U.S. history textbooks
Situated in an increasingly hostile political climate toward traditionally marginalized individuals, including those with Latinx identity, our study uses systemic functional linguistics to examine language choices authors make in regards to conflict and contention between Latinxs and the United States across three different 11th-grade U.S. history textbooks. Our study reveals how the language choices authors make portray Latinx people, communitie…
Confronting ideologies: A discourse analysis of in-service teachers’ translanguaging stance through an ecological lens
This study considers the potential for translanguaging to disrupt monolingual ideologies through development of in-service teachers’ (ISTs) translanguaging stance. Using discourse analysis, we examined learning outcomes among five ISTs to consider what ideological constraints limited their adoption of a translanguaging stance and how, if at all, they moved beyond these constraints. Findings highlight micro-, meso-, and macrolevel influences that …
‘Like’ if you support refugees: Preservice teachers’ sensemaking of contested issues in a digitally-mediated multicultural education course
The advent of Web 2.0 and social media have changed how individuals act and react in mediated spaces. Pre-service teachers, familiar with navigating online spaces, enter their courses with a wealth of digital experiences, understandings and ways of making meaning. This study examines how pre-service teachers in a multicultural education course communicate across digitally mediated spaces. Using discourse analysis and sensemaking theory to analyse…
Confronting ideologies: A discourse analysis of in-service teachers’ translanguaging stance through an ecological lens
This study considers the potential for translanguaging to disrupt monolingual ideologies through development of in-service teachers’ (ISTs) translanguaging stance. Using discourse analysis, we examined learning outcomes among five ISTs to consider what ideological constraints limited their adoption of a translanguaging stance and how, if at all, they moved beyond these constraints. Findings highlight micro-, meso-, and macrolevel influences that …
Fostering Pre-Service Teachers’ Critical Multilingual Language Awareness: Use of Multimodal Compositions to Confront Hegemonic Language Ideologies
Drawing upon tenets of Critical Multilingual Language Awareness (CMLA), we analyzed multimodal compositions created by preservice teachers (PSTs) from two institutions to investigate their meaning-making at the nexus of language, identity, and power. Through analysis of PSTs’ multimodal compositions, reflective writing about their coursework, and retrospective interviews, participants shared how these compositions informed their working understan…
Tesol Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times
This study highlights Masters‐level TESOL students’ meaning‐making about translanguaging theory and pedagogy through writing in response to course readings and conversations. To gain deeper insight into shifting understandings of languaging that seek to move from monoglossic orientations to heteroglossic framing of language learning as connected to dynamic bilingualism, we drew on both translanguaging (García & Li, 2014) and reflective writing as…
Latinxs in contention: A systemic functional linguistic analysis of 11th-grade U.S. history textbooks
Situated in an increasingly hostile political climate toward traditionally marginalized individuals, including those with Latinx identity, our study uses systemic functional linguistics to examine language choices authors make in regards to conflict and contention between Latinxs and the United States across three different 11th-grade U.S. history textbooks. Our study reveals how the language choices authors make portray Latinx people, communitie…
Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate Tesol Course
This article draws upon a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to analyze audio recordings of a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a professor and his students might leverage and enact their own linguistic repertoires to enhance their …
‘Like’ if you support refugees: Preservice teachers’ sensemaking of contested issues in a digitally-mediated multicultural education course
The advent of Web 2.0 and social media have changed how individuals act and react in mediated spaces. Pre-service teachers, familiar with navigating online spaces, enter their courses with a wealth of digital experiences, understandings and ways of making meaning. This study examines how pre-service teachers in a multicultural education course communicate across digitally mediated spaces. Using discourse analysis and sensemaking theory to analyse…
Confronting ideologies: A discourse analysis of in-service teachers’ translanguaging stance through an ecological lens
This study considers the potential for translanguaging to disrupt monolingual ideologies through development of in-service teachers’ (ISTs) translanguaging stance. Using discourse analysis, we examined learning outcomes among five ISTs to consider what ideological constraints limited their adoption of a translanguaging stance and how, if at all, they moved beyond these constraints. Findings highlight micro-, meso-, and macrolevel influences that …
“Air I Breathe”: Songwriting as Literacy Practices of Remembrance
This qualitative study, based on data from an ongoing after-school literacy and songwriting initiative, examines the multiliteracy practices of Noriah Rose and Koral, Black adolescent girls, and their socially situated meaning-making and sharing about loss. Specifically, we asked, “In what ways do youth grapple with complicated meanings of loss as they share creative and artistic songwriting practices?” We build upon interdisciplinary framings in…
Examining Moments of Possibility Toward College Readiness in a Literacy‐and‐Songwriting Initiative
The authors examined how middle and high school students participating in a literacy‐and‐songwriting initiative in Detroit, Michigan, experienced moments of possibility that supported the youth in envisioning themselves as college bound. The authors explain how they drew from culturally relevant and sustaining educational approaches to design literacy instruction for youth of color that built from students’ interests as strengths, challenging edu…
Latinxs in contention: A systemic functional linguistic analysis of 11th-grade U.S. history textbooks
Situated in an increasingly hostile political climate toward traditionally marginalized individuals, including those with Latinx identity, our study uses systemic functional linguistics to examine language choices authors make in regards to conflict and contention between Latinxs and the United States across three different 11th-grade U.S. history textbooks. Our study reveals how the language choices authors make portray Latinx people, communitie…
“They enjoyed little political power: ” Representations of immigrant experience in an 11th-grade U.S. history textbook
Fostering Pre-Service Teachers’ Critical Multilingual Language Awareness: Use of Multimodal Compositions to Confront Hegemonic Language Ideologies
Drawing upon tenets of Critical Multilingual Language Awareness (CMLA), we analyzed multimodal compositions created by preservice teachers (PSTs) from two institutions to investigate their meaning-making at the nexus of language, identity, and power. Through analysis of PSTs’ multimodal compositions, reflective writing about their coursework, and retrospective interviews, participants shared how these compositions informed their working understan…
Museums in support of preservice teacher learning: Expanding understandings of multiliteracies and translanguaging in content area teaching
This article investigates how a community-university partnership between an art-museum and a teacher education program supported university students in a disciplinary literacy course to move beyond the privileging of discrete language systems to extend awareness of learners’ multilingual and multimodal resources as a part of their integrated communicative repertoires. Specifically, the article highlights how engagement at the art museum and two c…
Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate Tesol Course
This article draws upon a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to analyze audio recordings of a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a professor and his students might leverage and enact their own linguistic repertoires to enhance their …
Latina/o bilingual teacher candidates’ meaning-making of space and place: Attending to raciolinguistic landscapes in bilingual teacher education
In this article, we examine the ways 17 Latina/o bilingual teacher candidates (TCs) employed spatial rationales to make meaning of why they mostly leverage English within their bilingual teacher education classes at their Hispanic-Serving Institution. We asked: (1) How do TCs interpret the predominance of English on campus and the bilingual teacher education program? (2) What do TCs’ understandings reveal about the nature of the structures sustai…
Harnessing multimodality in language teacher education: Expanding English-dominant teachers’ translanguaging capacities through a Multimodalities Entextualization Cycle
This qualitative case study (Yin, [2014]. Case Study Research: Design and Methods. 5th Ed. Thousand Oaks, CA: Sage.) emerged from our effort to support teachers, who predominantly identify as monolingual speakers, in learning about translanguaging through a less-explored facet of translanguaging: multimodality. Drawing upon Bezemer and Kress’s (2016 Bezemer, J. J., and G. R. Kress. 2016. Multimodality, Learning and Communication: A Social Semioti…
Transnational Youth Expressing Religious Being and Belonging through Writing: Youth Writers’ Purposes, Audiences, and Formal Choices across Public US Secondary Classrooms, 2015-2020
Against the backdrop of White Christian nationalism, which fomented an intensifying atmosphere of religious marginalization and violence toward transnationals in the US between 2015 and 2020, and in the context of teachers responding to this atmosphere of marginalization and violence with their writing curriculum and pedagogies, this study compared how three transnational youth wrote to express religious being and belonging in secondary classroom…
Tesol Teachers’ Writing to Support Developing Understandings of Translanguaging Theory and Praxis in Neoliberal Times
This study highlights Masters‐level TESOL students’ meaning‐making about translanguaging theory and pedagogy through writing in response to course readings and conversations. To gain deeper insight into shifting understandings of languaging that seek to move from monoglossic orientations to heteroglossic framing of language learning as connected to dynamic bilingualism, we drew on both translanguaging (García & Li, 2014) and reflective writing as…
Engaging culturally and linguistically diverse youth in semiotic analysis for community‐based inquiry
This manuscript examines multimodal storytelling as community inquiry for an urban high school class of 30 first‐ and second‐generation bi/multilingual immigrant students, most of whom maintained transnational connections. We share how these students, in an A.P. Research class, engaged in community‐based inquiry and utilized various multimodal artifacts from a university cultural heritage collection, including a field trip to the cultural heritag…
“Being taken as a slave is better than being killed”: How PragerU’s curriculum reinforces hierarchy and hegemony
This study is a critical discourse analysis that examines how Leo and Layla’s History Adventures (a children’s video series produced by PragerU) constructs ideological representations of U.S. history through hierarchy-enhancing legitimizing myths (HE-LMs). Rooted in Social Dominance Theory, HE-LMs offer a framework for analyzing how narratives do more than distort historical facts; they also promote ideological understandings that justify existin…
A comparative case study of student transnational identity positioning in the United States and Ireland
This comparative case study explores how Albarko and Victor, two Black male students from immigrant backgrounds in the United States and Ireland, negotiated a sense of belonging through transnational community resources. Using data from two prior independent studies, this study advances understandings of immigrant identity that move beyond fixed notions of citizenship as aligned to the nation-state. We use positioning theory (Davies, Bronwyn, and…
‘I hate slavery, too’: A systemic functional linguistics analysis of pragerU’s history-based children’s programing
We frame our study in a period of increased partisanship and polarization. This study examines Leo and Layla’s History Adventures, a web series produced by PragerU – a right-wing media organization approved for use in public schools in eleven U.S. states. Focusing on four episodes about enslavement and Reconstruction, we use Systemic Functional Linguistics (SFL) to analyze how verb processes position actors and ideologies within the narratives. O…
Expressions and representation of languaging in contemporary comics
This article focuses on the use of language in comics, including translated and untranslated forms, for instructional purposes and implications. The authors surveyed comics/graphic novel works that included representations of language and analyzed these representations from a translanguaging framework (García & Wei, 2014). Specific analysis and examples are provided from the Image Comics series Saga. Instructional implications include the afforda…
Sociology (15 works) · Multilingual Education and Policy (13 works) · Pedagogy (13 works) · Psychology (11 works) · Linguistics (10 works) · Political science (8 works) · Second Language Learning and Teaching (8 works) · Ideology (6 works) · Translanguaging (6 works) · Mathematics education (5 works)