Jennifer Phuong is a Visiting Assistant Professor at Swarthmore College in Educational Studies after earning her PhD in Educational Linguistics at the University of Pennsylvania Graduate School of Education in August 2021. Prior to entering academia, Jennifer was a high school special education English Language Arts teacher in Brooklyn, New York. She has also taught adult English as a second language (ESL) classes and a computer literacy course for recently arrived refugees. Her experiences as a secondary school educator pushed her to pursue research in examining the intersection between race, language, and disability, particularly for students who are dual-identified as English Learners (ELs) with disabilities.

Jennifer is currently working on her dissertation, which examines the intersection of race, language, and disability through teacher collaboration in bilingual special education. She has also worked on the Philadelphia Bilingual Education Project, a research team that examines bilingual education historically and contemporarily in Philadelphia.

Flores, N., Phuong, J., & Venegas, K. M. (in press). Technically an EL: The production of raciolinguistic categories in a dual language school. TESOL Quarterly.

Leigh, E. W., Pak, K., & Phuong, J.* (2020). Defining ourselves: Exploring our leader and activist identities as Asian American women doctoral students. Journal of Diversity in Higher Education. Advance online publication. https://doi.org/10.1037/dhe0000173

Phuong, J. (2019). What is normal in educational linguistics? [Note from the field]. Working Papers in Educational Linguistics, 34, 1-6.

Flores, N., Lewis, M., & Phuong, J.* (2018). Raciolinguistic chronotopes and the education of Latinx students: Resistance and anxiety in a bilingual school. Language & Communication, 62, 15-25. https://doi.org/10.1016/j.langcom.2018.06.002

Phuong, J., & Weinberg, M. (2018). Dealing with Dell Hymes. Feminist Pedagogy Zine. http://goo.gl/RWB667

Phuong, J. (2017). Disability and language ideologies in education policy. Working Papers in Educational Linguistics, 32(1), 47-66.

*Authors listed alphabetically. All authors contributed equally.