In my research, I primarily use ethnography and discourse analysis to investigate issues of equity and access for ELs with disabilities. In particular, I pay close attention to the ways in which students with intersecting language learning and disability needs experience systemic disadvantages through both macro policies and local conditions in K-12 schools.
My purpose in conducting this research is grounded in social justice and educational ethics. One of my foremost goals as a researcher is to advocate and expand the learning opportunities and educational rights of ELs with disabilities. I believe by documenting the disadvantages these students experience, education stakeholders can begin to generate solutions for improving their schooling.