I take up the role of identity in language and literacy, and in my scholarly work and teaching. I believe it is important for researchers and teachers to consider the multitude of social and cultural identities that inform their participants’ and students’ literate practices. By understanding our students and their lived experiences, teachers can improve their pedagogy. My research interests and advocacy work focus on the intersections of identity, young adolescent literacy, instruction and English language learners, social justice, language policy, and foundations. My work has been published in the Research in the Teaching of English, Educational Foundations, The Reading Teacher, and the Middle Grades Review.