Robin. L. Danzak, Ph.D., is an Assistant Professor of Speech-Language Pathology at
Sacred Heart University. Her research focus is on the academic language and literacy
development of bilingual students, particularly adolescents. Areas of interest include
bilingual writing, critical literacy, and writing instruction through authentic and
multimedia text composition. Dr. Danzak values a collaborative, sociocultural framework
in which classroom research aligns with engaging instruction and authentic assessment.
She has published several articles and chapters in the area of bilingual language and
literacy, and has presented her work at national and international conferences. 

An experienced language learner and teacher, Dr. Danzak is bilingual and biliterate in
English-Spanish. She received her MA in Linguistics (Spanish) from the University of
ConcepciĆ³n, Chile, and her Ph.D. in Communication Sciences & Disorders from the
University of South Florida. Prior to her work at the university level, Dr. Danzak was
employed by Florida public schools for several years, where she taught Spanish and
coordinated the implementation of magnet school programs. 

See the link on this page to Robin Danzak's Culture Chameleon blog about
multiculturalism, multilingualism, and her adventures as a Fulbright scholar in Padua,
Italy. 

Popular Press

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Professor Robin Danzak Receives Fulbright Junior Research Award, Sacred Heart University News Story (2013)
 

Articles

Bilingual spelling patterns in middle school: It's more than transfer (with Elaine R. Silliman), International Journal of Bilingual Education and Bilingualism (2014)

This study examined the Spanish and English spelling patterns of bilingual adolescents, including the cross-linguistic...

 

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BUT IT'S JUST ONE CENT! Middle School ELLs Practice Critical Literacy in Support of Migrant Farmworkers, Speech-Language Pathology Faculty Publications (2012)

This article reports on a portion of a larger, mixed methods study on critical literacy...

 

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The Integration of Lexical, Syntactic, and Discourse Features in Bilingual Adolescents' Writing: An Exploratory Approach, Speech-Language Pathology Faculty Publications (2011)

Purpose: The purpose of this study was to assess the bilingual writing of adolescent English...

 

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The Interface of Language Proficiency and Identity: A Profile Analysis of Bilingual Adolescents and Their Writing, Speech-Language Pathology Faculty Publications (2011)

Purpose: The purpose of this study was to explore how adolescent English language learners' (ELLs')...

 
Defining identities through multiliteracies: ELL teens narrate their immigration experiences as graphic stories, Journal of Adolescent and Adult Literacy (2011)

Based on a framework of identity-as-narrative and multiliteracies, this article describes Graphic Journeys, a multi-media...

 

Contributions to Books

Multilingual collaborative expository text production by secondary school students from Yucatan and Florida (with Humberto Cervera-Rosado and Franz Bokel), Practicas educativas desde las perspectivas del curriculo, la administracion la orientacion y la ensenanza de idiomas (2014)

Secondary school students in Mexico and the U.S.A. need to produce expository texts to succeed...

 
Writing development of Spanish-English bilingual students with language learning disabilities: New directions in constructing individual profiles (with Elaine R. Silliman), Writing development and instruction in children with hearing, speech and oral language difficulties (2014)

This chapter addresses Spanish-speaking, English Language Learners (ELLs) in the United States (U.S.) who are...

 

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Cultural-Linguistic Diversity and Inclusion (with Louise C. Wilkinson and Elaine R. Silliman), Speech-Language Pathology Faculty Publications (2012)

The two purposes of this chapter are to: 1) define cultural and linguistic diversity and...

 

Dissertation

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Exploring Writing of English Language Learners in Middle School: A Mixed Methods Study, Speech-Language Pathology Faculty Publications (2009)

The study's purpose was to assess, through mixed methods, written linguistic features of 20 Spanish-speaking...