My research draws upon critical linguistic, sociocultural, new materialist, multimodal, and transformative theories to examine language pedagogies and policies for multilingual learners and their teachers.
Much of my published work draws upon self-study methods to explore the nature of critical language awareness (CLA) pedagogy in L2 writing instruction. I also engage in classroom-situated ethnographies of communication and corpus-based linguistic analyses of learner texts. Learning contexts of interest include dual language and world language classrooms, virtual language exchange, language teacher education/professional development, adult/community-based learning, and multilingual writing processes.
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I have recently published an edited volume alongside four co-editors titled Advancing Critical CALL Across Institutions and Borders: Reimagining Possibilities for Languages, Literacies and Cultures, which is part of the Advances in CALL Research and Practice series. This volume is part of the CALICO book series, published through the University of Toronto Press.
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You can read more about the book on my website here.
Selected Publications
Research Summary
Britton, E. R. (2021). Using critical language awareness to disrupt global English hegemony in US higher education. In U. Lanvers, A. S. Thompson, & M. Easter (eds.), Language learning in Anglophone countries: Policies, rationales, practices (pp. 245-443). Palgrave MacMillan. https://doi.org/10.1007/978-3-030-56654-8_21
Britton, E. R. & Austin, T. Y. (2021). Critical and dominant language learner ideologies: A case study of two Chinese writers’ experiences with a critical language writing pedagogy, TESOL Quarterly, 56(2). https://doi.org/10.1002/tesq.3086
Di Stefano, M, Almazán-Vázquez, A., Yepes, W. & Britton, E.R. (2021). “Tu lucha es mi lucha”: Teaching Spanish through an equity and social justice lens. Foreign Language Annals, 54(3). https://doi.org/10.1111/flan.12578
Britton, E.R. & Austin, T.Y. (2022). The manifestations and constraints of equity materials on undergraduate L2 students’ writing development. In: LaScotte, D.K., Mathieu, C.S., David, S.S. (eds) New perspectives on material mediation in language learner pedagogy. (pp. 229-246). Educational Linguistics, vol 56. Springer, Cham. https://doi.org/10.1007/978-3-030-98116-7_13
Britton, E. R., Liu, H., Zuo, X & Austin, T. Y. (2022). Multimodal resemiotization: Examining one L2 writer's interactions with equity videos. In J. Qin & P. Stapleton (Eds.), Technology in second language writing: Composing, pedagogy, assessment, and research (pp. 98-113). Routledge. https://doi.org/10.4324/9781003279358-7
Britton, E. R. & Di Stefano, M. (2023). Self-study in BDL education: Promoting professional learning and teacher identity development. In M. Di Stefano, A. Esquinca & I. Villaneuva (Eds.), Integrando STEAM: A guide for elementary bilingual and dual language programs (pp. 170-185). Velazquez Press.
Britton, E. R. (2023). Developing feedback literacy through self-study: Exploring written commentary in a critical language writing curriculum. Assessing Writing, 56. https://doi.org/10.1016/j.asw.2023.100709
Britton, E. R. & Austin, T. Y. (2023). Learning and teaching trans-inclusive language and register hybridity for multilingual writers. Language Awareness. https://doi.org/10.1080/09658416.2023.2211803​
Britton, E. R. & Kraemer, A. (2024). Assessing Languages Across the Curriculum: Critical reflection and student learning perspectives. Foreign Language Annals. https://doi.org/10.1111/flan.12775
Britton, E. R. & Austin, T. Y. (2024). Disrupting white symbolic violence in instructors' evaluative practices with critical language awareness. In V. Stead (Ed.), Toward abolishing white supremacy on campus (pp. 377-392). New York: Peter Lang. https://doi.org/10.3726/b20651
Britton, E. R. & Kraemer, A. (2025). Reframing Critical Language Awareness across the curricula: A disciplinary-based world language program. Journal of Multilingual Theories and Practices. https://doi.org/10.3138/jmtp-3-britton
Britton, E. R. & Austin, T. Y. (2020). “Keeping words in context”: Language policy and social identification in an immigrant job training program, Journal of Language, Identity, & Education. https://doi.org/10.1080/15348458.2020.1833728