Faculty Biography | Cynthia Reyes
Cynthia ReyesAssociate Professor
Dr. Reyes takes up the role of identity in language and literacy, and in pedagogy in her scholarly work and in her teaching. She believes it is important for researchers and teachers to consider the array of social and cultural identities that inform their participants’ and students’ literate practices. Her research interests include identity, young adolescent literacy, diversity, instruction and English language learners, and foundations. Her work has been published in such journals as the Research in the Teaching of English, Educational Foundations, The Reading Teacher, and Teacher Education & Practice.
Areas of Expertise:
Collaboration; Diversity, Access, and Equity; English Language Learners; Immigrant and Refugee Populations; Literacy and Numeracy; Media Literacy; Multiculturalism; Race and Racism; Reading Education and Literacy; Research Methods; Teacher Education
- Literacy Education and Multicultural Education: I am interested in literacy as a sociocultural practice, and the connection between identity and literacy. My teaching and writing also focus on issues of diversity and multicultural education. My current research interest involves work with English language learners and preservice educators on the topic of digital technology, and the use of digital story to enhance reflection and writing.
National Writing Project, Vermont Reads Institute at the University of Vermont (VRI)
- Reyes, C. & Clark, B. (in press, 2013). Exploring writing through the digital story with English Language Learner: A collaborative approach. In Nagle, J. (2013). Working Title: Creating Collaborative Learning Communities to Improve English Learner Instruction: College Faculty, School Teachers, and Pre-service Teachers Learning Together in the 21st Century.
- Reyes, C. & Bishop, P. (In press) The hazards of engaging identity in a pre-service middle level classroom. In Patrick Kenlink (Ed.) Teacher Identity and the Struggle for Recognition.
- Reyes, C. (2010) Locating an authorial voice: Engaging a school reform debate through the roles of a mother, teacher, community member, and university professor. In Malu, K. (Ed.) Voices from the middle: Narrative inquiry by, for, and about the middle level community. Information Age Publishing, pps. 339-358.
- Johnson III, R., Reyes, C., & Smith, S. (2009). Repositioning the culture of power: Advocating for systemic change within public affairs education. Journal of Public Affairs Education, Vol. 15(1), pps. 33-46.
- Reyes, C. (2009). El Libro de Recuerdos (Book of Memories): A Latina Student's Exploration of Self and Religion in Public School. Research in the Teaching of English, 43(3), 263-285.
- EDTE 203, Language Policy Issue, Race, and School (Spring 2014)
Courses Taught in the Last 5 Years
Curriculum & Methods for working with English Language Learners; Language Policy Issue, Race, and School; Young Adolescent Literature and Literacy
Awards & Honors
- ALANA Faculty Teaching Award from ALANA Student Organization: A spring award for faculty or staff from the ALANA student organization. (2012)
- Service Learning Faculty Fellow from CUPS Office, UVM: An award for faculty that engages in service learning in the classroom, as well as research. (2011)
- Educational Alliance Fellow, Project Brite: Diversity and English Language Learners. Brown University, Providence, RI from U.S. Department of Education: National work that promotes and integrates diversity in a teacher education program. (2007)
- AERA Spencer Doctoral Award from American Educational Research Association: This award supports doctoral students at the research stage. A group of national mentors guided graduate student proposals. (1998)
- American Educational Research Association (AERA), National Middle School Association (NMSA), National Reading Conference