She is interested in issues of language, culture, equity, and identity especially as they impact, or are affected by, (bi)literacy practices. For the past 9 years, she has been intimately involved in a longitudinal biliteracy research study titled Literacy Squared. Her K-12 public school teaching experience includes 8 years as a classroom teacher in a dual-language elementary school, and 4 years as the literacy coach in a maintenance bilingual program.