Emily Machado

Assistant Professor

machado3@wisc.edu



Machado, Emily

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Emily Machado studies the teaching and learning of literacy in multilingual early childhood classrooms. Her current research explores the ways in which young children use the breadth of their communicative resources (e.g., languages, literacies, cultural practices) in and through their writing. A former first grade teacher, she is deeply interested in making classroom spaces more equitable, inclusive, and humanizing for all young children.

Education

  • PhD Curriculum & Instruction, University of Illinois at Chicago, 2018
  • MAT English for Speakers of other Languages, American University, 2011
  • BS Education and Social Policy, Northwestern University, 2009

Select Publications

  • Machado, E., Beneke, M. R., & Taitingfong, J. (2023). “Rise up, hand in hand”: Early childhood teachers writing a liberatory literacy pedagogy. American Educational Research Journal, 60(3), 486-520.
  • Machado, E., Gonzales, G. C., & Plitkins, L. (2023). “Teníamos hilo, teníamos tela, y hacíamos cosas”: Translingual writing and making in an intergenerational workshop. Journal of Language, Identity, and Education Advance online publication.
  • Machado, E., & Flores, T. T. (2021). Picturebook creators as translingual writing mentors. Language Arts
  • Machado, E., & Hartman, P. (2021). “It took us a long time to go here”: Creating space for young children’s transnationalism in an early writing workshop. Reading Research Quarterly, 56(4), 693-714.
  • Machado, E., & Gonzales, G. C. (2021). “Writing is so much more than just writing in English”: Teacher candidates taking up translanguaging in a teacher as writer experience.”. English Education, 54(1), 7-26.
  • Machado, E., & Gonzales, G. C. (2020). “I can write in my language and switch back and forth?”: Elementary teacher candidates experiencing and enacting translanguaging pedagogies in a literacy methods class. Literacy Research: Theory, Method, and Practice, 69(1), 211-229.
  • Machado, E., & Hartman, P. (2020). “I want to be pè Adedayo”: Young children enacting resistance in/through translingual writing about their names. Research in the Teaching of English, 54(4), 342-366.
  • Machado, E., Schutz, K. M., & Scane, C. D. (2019). Centering multilingualism in elementary writing: Considerations for school and literacy leaders. English Leadership Quarterly, 42(2), 2-6.
  • Machado, E., Woodard, R., Coppola, R., & Vaughan, A. (2019). Cultivating opportunities for young adolescents to use multilingual and multicultural resources in school writing. Voices from the Middle, 26(4), 35-40.
  • Taylor, K., Taylor, E., Hartman, P., Woodard, R., Vaughan, A., Coppola, R., Rocha, D., & Machado, E. (2019). Expanding repertoires of resistance: Teachers cultivating critical English language arts pedagogies through collaborative narrative inquiry. English Teaching: Practice and Critique, 18(2), 188-203.

Select Presentations

  • Beneke, M. R., Machado, E., & Taitingfong, J. (2022, April). Discrit literacies: Early childhood teachers critically reading school as text and imagining an otherwise. Roundtable Presentation presented at the Annual Meeting of The American Educational Research Association.
  • Machado, E., Beneke, M. R., & Taitingfong, J. (2022, April). “Rise up, hand in hand”: Early childhood teachers writing a liberatory literacy pedagogy. In E. Machado (Chair), Composing futures: Teachers, youth, and children dreaming educational justice in/through writing. Paper presented at the Annual Meeting of The American Educational Research Association, San Diego, CA.
  • Machado, E., & Gonzales, G. C. (2021, December). “Writing is so much more than just writing in English”: Teacher candidates taking up translanguaging invitations in a teacher as writer experience. Paper presented at the Annual Meeting of The Literacy Research Asoociation, Atlanta, GA.
  • Beneke, . R., Machado, E., & Taitingfong, J. (2021, November). . Reading school as text: Dismantling notions of normalcy with early literacy teachers. In M. R. Beneke (Chair), Resisting ableism and racism in early literacy. Oral Presentation presented at the Annual Meeting of The National Council of Teachers of English.
  • Machado, E., Beneke, M. R., Taitingfong, J., Nagarajan, J., Dhoot, S., Ashraf, Z., Rupert, M., & Maurer, M. (2021, November). Forming a critical teacher inquiry group to enact justice-driven early literacy praxis. Oral Presentation presented at the Annual Meeting of The National Council of Teachers of English.
  • Beneke, M. R., Machado, E., & Taitingfong, J. (2021, April). Dismantling carceral logics in the early literacy classroom: Towards liberatory literacy education with/for multiply-marginalized young children. Paper presented at the annual meeting of the American Educational Research Association.
  • Suárez, E., Machado, E., Labonte, D., & Plitkins, L. (2021, April). Investigating families’ translanguaging practices as they engage in storytelling through disciplinary literacies. Symposium presented at the Translanguaging and disciplinary literacies: Exploring and leveraging translanguaging across disciplinary contexts.
  • Machado, E., Gonzales, G. C., & Plitkins, L. (2020, December). “Apetecía contar una historia”: Family storytelling as a culturally sustaining literacy pedagogy in an out-of-school workshop. Paper presented at the annual meeting of the Literacy Research Association, Houston, TX.
  • Gonzales, G. C., & Machado, E. (2020, December). Preservice teachers enacting translanguaging pedagogies in English-medium literacy classrooms. Symposium presented at the Composing in English-dominant classrooms: pedagogy and practices for supporting emergent bilingual students, Houston, TX.
  • Flores, T. T., Machado, E., Hartman, P., & Van Dike, L. (2020, November). The power of our songs: Children and youth writing their worlds and amplifying their voices through poetry. Oral Presentation presented at the annual meeting of the National Council of Teachers of English, Denver, CO.

Select Awards and Honors

  • Early Career Achievement Award, Literacy Research Association, 2023
  • Early Career Award, Language and Social Processes Special Interest Group, American Educational Research Association, 2020
  • Outstanding Dissertation Award, Critical Perspectives on Early Childhood Education Special Interest Group, American Educational Research Association, 2019
  • Outstanding Dissertation Award, Second Language Research Special Interest Group, American Educational Research Association, 2019
  • Early Career Award, Language and Social Processes Special Interest Group, American Educational Research Association, 2020
  • Outstanding Dissertation Award, Critical Perspectives on Early Childhood Education Special Interest Group, American Educational Research Association, 2019
  • Outstanding Dissertation Award, Second Language Research Special Interest Group, American Educational Research Association, 2019