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,

Popular Press


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



"Sometimes the Perspective Changes": Reflections on a Photography Workshop with Multicultural Students in Italy, Speech-Language Pathology Faculty Publications (2015)

This article describes and evaluates an 8-week photography workshop, FotoLab, conducted in Italy at an...



Bilingual Spelling Patterns in Middle School: It is More than Transfer (with Ruth Huntley Bahr, Elaine R. Silliman, and Louise C. Wilkinson), Speech-Language Pathology Faculty Publications (2015)

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



Second Language-Literacy Learning and Social Identity: A Focus on Writing, Speech-Language Pathology Faculty Publications (2015)


The Meaning of Roots: How a Migrant Farmworker Student Developed a Bilingual- Bicultural Identity Through Change, Speech-Language Pathology Faculty Publications (2015)

Thousands of children and teens labor as migrant farmworkers across the United States. These youngsters,...

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...


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...



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...




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...