707 S. Mathews Ave. | MC-168
Urbana, IL 61801
I'm a Filipino-Canadian Assistant Professor for the most part educated in the United States.
I was born in Manila in 1986 during the People Power Revolution. My father worked for the Hong Kong Shanghai Banking Corporation, which relocated our family to British Hong Kong in 1991 and then to Canada in 1996 in anticipation of the Changeover (reunification with Mainland China). I grew up in Burnaby, a district of Vancouver, then did my BA in Bryn Mawr College in Pennsylvania, majoring in English literature and Creative Writing. My original career dream was to be a fiction writer and poet. I double-majored in English and Creative Writing during my undergraduate degree (2004-2008).
Having to find a paying job after graduating, I became an English as a Second Language/English for Academic Purposes teacher in Vancouver and Calgary. It gave me insight into the diverse challenges and experiences that people have in life, more empathy for others, and a new sense of professionalism. I pursued an MA in TESL (2013-15) and became interested in sociolinguistics, the social (and economic, political, cultural) contexts of language learning and use. I applied to the PhD program at the University of Hawai'i at Mānoa, where I spent four years (2016-2020) surrounded by a phenomenal group of critical, practical, intellectual, and courageous fellow scholars interested in celebrating, maintaining, documenting, and researching language diversity around the world.
Shortly after finishing my PhD, I got married and worked as an Assistant Professor of Education at the University of Hong Kong (2020-22), and recently joined the Department of Linguistics at UIUC as Assistant Professor of TESL and Sociolinguistics. I turned my PhD dissertation into a forthcoming book that examines bi/multilingual communication as well as English as a lingua franca use together in linguistically diverse classrooms with implications for pedagogy, equity, and criticality.
Bi/multilingualism in K-12/compulsory education in international contexts
Use of students' other languages in English-medium instruction (EMI), Content Language Integrated Learning (CLIL), sheltered instruction, etc.
Classroom discourse analysis
Critical applied linguistics
BA English and Creative Writing, Bryn Mawr College
MA Teaching English as a Second Language, University of British Columbia
PhD Second Language Studies, University of Hawai'i at Mānoa
SEED Fund for Basic Research Grant, University of Hong Kong (2021)
Awards and Honors
Social Sciences and Humanities Research Council (SSHRC) Masters Scholarship (2014-15), Government of Canada
MA Service Award (2015), Department of Language and Literacy Education, University of British Columbia
MA Thesis Award (2015), Department of Language and Literacy Education, University of British Columbia
PhD Dissertation Award (2019), College of Languages, Linguistics, and Literature (LLL), University of Hawai'i at Mānoa
LING 489: Theoretical Approaches to Second Language Acquisition [cross-listed undergraduate/graduate]
EIL 512: MATESOL Practicum
Additional Campus Affiliations
Mendoza, A. (forthcoming Feb. 2023). Translanguaging and English-as-a-Lingua Franca in the Plurilingual Classroom. Multilingual Matters.
Mendoza, A. (2020). What does translanguaging-for-equity really involve? An interactional analysis of a 9th grade English class. Applied Linguistics Review. https://doi.org/10.1515/applirev-2019-0106
Mendoza, A., & Parba, J. (2019). Thwarted: relinquishing educator beliefs to understand translanguaging from learners’ point of view. International Journal of Multilingualism, 16(3), 270-285. https://doi.org/10.1080/14790718.2018.1441843
Mendoza, A., & Phung, H. (2019). Motivation to learn languages other than English: A critical research synthesis. Foreign Language Annals, 52(1), 121-140. https://doi.org/10.1111/flan.12380
Mendoza, A., & Ou, J. (2022). CACTI: Use of a survey instrument as a semistructured interview protocol to facilitate teacher retrospection on bi/multilingual practices in EMI. System. https://doi.org/10.1016/j.system.2022.102887