Steve Daniel Przymu
Biographic Data
| ID | 910385 |
|---|---|
| NAME | Steve Daniel Przymu |
| GIVEN NAMES | Steve Daniel |
| FAMILY NAME | Przymu |
| SIGNATURE | PRZYMU S D |
| AFFILIATIONS | Texas Christian University |
| ORCID | 0000-0002-1882-453X |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 18 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
“We Are Pigeonholed”
Background: In interrogating systems of whiteness that govern the protection of language ownership, this study draws on raciolinguistics and highlights the experiences of Hispanic male teachers in Texas K–12 systems, where responsibilities and knowledge sharing were shaped by assumed linguistic abilities. On a national scale, Hispanic male teachers account for less than 2% of the teacher workforce. As noted in the literature, this small percentag…
Now you see me, now you don't
Navigating the Educational Landscape
Drawing from the National Hispanic Male Teacher Survey (NHMTS) pilot in Texas, this paper aims to expand efforts to recruit, prepare, support, and sustain Hispanic male teachers in K-12 institutions. The findings drawn from 839 educators present becoming a future role model to Hispanic students, dismantling stereotypical assumptions around being Hispanic and male, confronting racism within the teacher role, and the burden of being the translator,…
Information is Power
The language of reality
Code-switching is metaphor, translanguaging is metonymy
How we talk about bilingualism has an effect on how others think about bilingual individuals, and in turn, how active bilingual learners/users of English (ABLE) students are assessed and taught in schools. I use a transdisciplinary approach of bridging social semiotics, applied linguistics, psycholinguistics, and cognitive linguistics to explain how code-switching is metaphor, an external perspective of bilingualism as inter-domain linguistic map…
The Hidden Curriculum of Monolingualism
Choices regarding how signs are displayed in schools send messages regarding the status of languages and speakers of those languages. The monolingual paradigm can be implicitly reified by the position, shape, color, etc. of languages in relation to English on school signage (Author & Co-author, 2018). This can have a negative impact for culturally and linguistically diverse youth. In combining critical race media literacy with linguistic landscap…
Daca Funds of Knowledge
Using testimonios, we highlight six current university Deferred Action for Childhood Arrivals (DACA) students’ funds of knowledge, or the lived experiences and culturally developed skills, specific to being DACA recipients, that these students leveraged in the past, currently lean on now for continued success, and learn what resources are lacking at university. Sharing these students’ “DACA funds of knowledge,” of navigating public education to s…
Navigating the Intersectionality of Race/Ethnicity, Culture, and Gender Identity as an Aspiring Latina STEM Student
Latina high school students aspiring to careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) participated in the year-long Latina STEM Fellowship (LSF) program. A team of education professionals interviewed the students to better understand how these Latina students visualize a future STEM career, their perceived obstacles, and the ways they leveraged their positionality as high school Latina students to construct the…
From Daca to Dark Souls
Informed by the stories of transnational youth’s participation in massive multiplayer online role-playing games (MMORPGs) in Mexico, this study explores the language/identity development and successful (re)integration of these youth in Mexican schools and communities. Drawing on students’ voices, we utilize a multimodal systemic functional linguistics framework to explain how engagement in MMORPGs allows youth to creatively demonstrate fields of …
Imagining and Moving Beyond the ESL Bubble
When educators do not facilitate English language learners’ (ELLs) social integration in schools, this can perpetuate ELLs’ marginalized status and the plateauing of ELLs’ English language development. This study highlights a program for secondary ELLs called the ELL Ambassadors program, which partnered ELLs with non-ELLs based on shared extracurricular interests. Comparing the stories, perspectives, and test scores of five newcomer ELLs from var…
Challenging the monolingual paradigm in secondary dual-language instruction
This study reports on an innovative approach to dual-language instruction (DLI) at the secondary-education level and introduces the 2–1-L2 model. The context of the study is an American Government class at a public charter high school in Tucson, Arizona, where the 2–1-L2 model was used for nine weeks to structure daily 90-minute lessons into a 30-minute immersion in English, a 30-minute immersion in Spanish, and a final 30-minute section of hybri…
Navigating the Intersectionality of Race/Ethnicity, Culture, and Gender Identity as an Aspiring Latina STEM Student
Latina high school students aspiring to careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) participated in the year-long Latina STEM Fellowship (LSF) program. A team of education professionals interviewed the students to better understand how these Latina students visualize a future STEM career, their perceived obstacles, and the ways they leveraged their positionality as high school Latina students to construct the…
Imagining and Moving Beyond the ESL Bubble
When educators do not facilitate English language learners’ (ELLs) social integration in schools, this can perpetuate ELLs’ marginalized status and the plateauing of ELLs’ English language development. This study highlights a program for secondary ELLs called the ELL Ambassadors program, which partnered ELLs with non-ELLs based on shared extracurricular interests. Comparing the stories, perspectives, and test scores of five newcomer ELLs from var…
Challenging the monolingual paradigm in secondary dual-language instruction
This study reports on an innovative approach to dual-language instruction (DLI) at the secondary-education level and introduces the 2–1-L2 model. The context of the study is an American Government class at a public charter high school in Tucson, Arizona, where the 2–1-L2 model was used for nine weeks to structure daily 90-minute lessons into a 30-minute immersion in English, a 30-minute immersion in Spanish, and a final 30-minute section of hybri…
From Daca to Dark Souls
Informed by the stories of transnational youth’s participation in massive multiplayer online role-playing games (MMORPGs) in Mexico, this study explores the language/identity development and successful (re)integration of these youth in Mexican schools and communities. Drawing on students’ voices, we utilize a multimodal systemic functional linguistics framework to explain how engagement in MMORPGs allows youth to creatively demonstrate fields of …
Imagining and Moving Beyond the ESL Bubble
When educators do not facilitate English language learners’ (ELLs) social integration in schools, this can perpetuate ELLs’ marginalized status and the plateauing of ELLs’ English language development. This study highlights a program for secondary ELLs called the ELL Ambassadors program, which partnered ELLs with non-ELLs based on shared extracurricular interests. Comparing the stories, perspectives, and test scores of five newcomer ELLs from var…
Challenging the monolingual paradigm in secondary dual-language instruction
This study reports on an innovative approach to dual-language instruction (DLI) at the secondary-education level and introduces the 2–1-L2 model. The context of the study is an American Government class at a public charter high school in Tucson, Arizona, where the 2–1-L2 model was used for nine weeks to structure daily 90-minute lessons into a 30-minute immersion in English, a 30-minute immersion in Spanish, and a final 30-minute section of hybri…
From Daca to Dark Souls
Informed by the stories of transnational youth’s participation in massive multiplayer online role-playing games (MMORPGs) in Mexico, this study explores the language/identity development and successful (re)integration of these youth in Mexican schools and communities. Drawing on students’ voices, we utilize a multimodal systemic functional linguistics framework to explain how engagement in MMORPGs allows youth to creatively demonstrate fields of …
The Hidden Curriculum of Monolingualism
Choices regarding how signs are displayed in schools send messages regarding the status of languages and speakers of those languages. The monolingual paradigm can be implicitly reified by the position, shape, color, etc. of languages in relation to English on school signage (Author & Co-author, 2018). This can have a negative impact for culturally and linguistically diverse youth. In combining critical race media literacy with linguistic landscap…
Daca Funds of Knowledge
Using testimonios, we highlight six current university Deferred Action for Childhood Arrivals (DACA) students’ funds of knowledge, or the lived experiences and culturally developed skills, specific to being DACA recipients, that these students leveraged in the past, currently lean on now for continued success, and learn what resources are lacking at university. Sharing these students’ “DACA funds of knowledge,” of navigating public education to s…
Navigating the Intersectionality of Race/Ethnicity, Culture, and Gender Identity as an Aspiring Latina STEM Student
Latina high school students aspiring to careers in the fields of Science, Technology, Engineering, and Mathematics (STEM) participated in the year-long Latina STEM Fellowship (LSF) program. A team of education professionals interviewed the students to better understand how these Latina students visualize a future STEM career, their perceived obstacles, and the ways they leveraged their positionality as high school Latina students to construct the…
Code-switching is metaphor, translanguaging is metonymy
How we talk about bilingualism has an effect on how others think about bilingual individuals, and in turn, how active bilingual learners/users of English (ABLE) students are assessed and taught in schools. I use a transdisciplinary approach of bridging social semiotics, applied linguistics, psycholinguistics, and cognitive linguistics to explain how code-switching is metaphor, an external perspective of bilingualism as inter-domain linguistic map…
Now you see me, now you don't
Navigating the Educational Landscape
Drawing from the National Hispanic Male Teacher Survey (NHMTS) pilot in Texas, this paper aims to expand efforts to recruit, prepare, support, and sustain Hispanic male teachers in K-12 institutions. The findings drawn from 839 educators present becoming a future role model to Hispanic students, dismantling stereotypical assumptions around being Hispanic and male, confronting racism within the teacher role, and the burden of being the translator,…
Information is Power
The language of reality
“We Are Pigeonholed”
Background: In interrogating systems of whiteness that govern the protection of language ownership, this study draws on raciolinguistics and highlights the experiences of Hispanic male teachers in Texas K–12 systems, where responsibilities and knowledge sharing were shaped by assumed linguistic abilities. On a national scale, Hispanic male teachers account for less than 2% of the teacher workforce. As noted in the literature, this small percentag…
Sociology (11 works) · Multilingual Education and Policy (8 works) · Pedagogy (8 works) · Psychology (7 works) · Linguistics (6 works) · EFL/ESL Teaching and Learning (5 works) · Translanguaging (4 works) · Identity (music (3 works) · Mathematics education (3 works) · Political science (3 works)