Steve Przymus, Ph.D.

Przymus, S. D., Solmaz, O., Cal y Mayor Turbull, A., Rodriguez Rosales, M. E., & Dominguez, A. M. (Forthcoming, 2025). Leveraging glocal linguistic landscapes to raise preservice teacher candidates’ critical language awareness: Pitfalls and potential from three international telecollaboration projects. Journal of Multilingual Theories and Practices.

Ekpe, L., Weinberg, N., Garrison, D., Przymus, S. D., Huddleston, G., Kyzar, K., Hernandez, F. (Forthcoming, 2025). Navigating the Educational Landscape: Successes, Barriers, and Interactions of Hispanic Male Teachers in Texas Public Schools. Journal of Education 

Przymus, S. D. (2024). American Education Mythologies: A Remythification of the Public Language of U.S. Schools, Cambridge Scholars Publishing, https://www.cambridgescholars.com/product/978-1-5275-5622-5

Przymus, S. D., & Mendoza, M. (2024). We barely wrote this paper: Sociolinguistic relativity in Southwestern U.S. schools and its impact on English language teaching. Focus on ELT Journal, 6(3), 124–147. https://doi.org/10.14744/felt.6.3.8

Przymus, S. D. & Mendoza, M. E. (2024). Easy de traducir: Geomapping Spanish Billboards across Fort Worth, Texas. Bilingual Review/Revista Bilingue

Przymus, S. D. (2024). Semiotically deconstructing parental and adolescent failed communication: It’s not what they’re saying, it’s their words. American Journal of Social Sciences and Humanities

Przymus, S. D. & Mendoza, M. E. (2024). “I saw the sign”: Increasing inclusivity with multimodal, community-based literacy practices. Literacy Today.

Przymus, S. D. (2023). Code-switching is metaphor, translanguaging is metonymy: A transdisciplinary view of bilingualism and its role in education. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2023.2220880.
 
Przymus, S. D. & Faggella-Luby, M. (2023). The Magic of Insider Autores y Escritores: Youth Story Tellers as Authors in a Rural Mexican Community-Based Summer Program. Journal of Literacy Innovation, 8(2), 5-31.
 
Przymus, S. D. (2022). English-only as a Magic Pill? Dispelling the Myths About Disability and Dual Language Bilingual Education. In L. Dorner, D. Palmer, C. G. Cervantes-Soon, D. Heiman, & E. R. Crawford (Eds.), Critical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice, (pp. 196-204). Routledge.

Przymus, S. D., Heiman, D., & Hibbs, B. (2022). LANGUAGE IS IDENTITY: Telling and Reading the Right Kinds of Stories. The Reading Teacher. https://doi.org/10.1002/trtr.2135

Przymus, S. D., Faggella-Luby, M., & Silva, C. (2022) It’s only a matter of meaning! From English Language Learners (ELLs) and Emergent Bilinguals (Ebs) to Active Bilingual Learners/Users of English (ABLE). Identity, Language, and Diversity (I-LanD) Journal, 30-50. DOI: 10.26379/IL2020002_003

Przymus, S. D. & Gutiérrez, J. O. S.  (2022). It’s all gone South! Applying Anzaldúan frameworks to metonymy, metaphor, and mythologies to understand the language of transnational youth. In S. Kasun & I. Mora-Pablo (Eds.), Youth Identities: Education, Language, and Culture Crossing Mexican-U.S. Borders. 

Broughton, A. J., Przymus, S. D., Ortiz, A. A., & Cruz, B. J. S. (2022). Critical Consciousness in Decision-Making: A Model for Educational Planning and Instruction With Bilingual/Multilingual Students with Disabilities. TEACHING Exceptional Children, 00400599221093655.

Przymus, S. D., & Brooks, Z. (2022). Decision Making in English as an Additional Language: Surprises and Advantages. English Language Teaching and Linguistics Studies, 3(4). DOI: https://doi.org/10.22158/eltls.v4n1p1

Przymus, S. D., Sparks, D., García, S., Silveus, A., & Cartmill, C. (2021). From imagined to in-practice and performed STEM identities: Measuring the impact of a Latina STEM Fellowship on the educational trajectories of Latina high school students. Association of Mexican American Educators Journal, 15(1), 113-139. DOI: https://doi.org/10.24974/amae.15.1.435

Przymus, S. D., & Malin, K. (2021). DACA Funds of Knowledge: Testimonios of Access to and Success in Higher Education. Journal of Hispanic Higher Education, 153819272110577. doi:10.1177/15381927211057769

Przymus, S. D., & Lindo, E. J. (2021). Dual-Language Books as a Red Herring: Exposing Language Use and Ideologies. The Reading Teacher, 00, 1– 11. https://doi.org/10.1002/trtr.2063

Przymus, S. D., & Huddleston, G. (2021). The Hidden Curriculum of Monolingualism: Understanding Metonymy to Interrogate Problematic Representations of Raciolinguistic Identities in Schoolscapes. International Journal of Multicultural Education, 23(1), 67-86.

Sparks, D., Przymus, S. D., Silveus, A., & Cartmill, C. (2021). Navigating the Intersectionality of Race, Culture, and Gender Identity as an Aspiring Latina STEM Student. Journal of Latinos and Education.

Solmaz, O. & Przymus, S. D. (2021). [Book] Linguistic Landscapes in English Language Teaching: A Pedagogical Guidebook, TCU Digital Repository. https://doi.org/10.18776/tcu/book/45344

Przymus, S. D. & Smith, A. R. (2021). Gaming the system: Leveraging MMORPGs for leveling-up the playing field in schools for transnational students. In J. Perren, K. Kelch, J. Byun, S. Cervantes, & S. Safavi (Eds.), Applications of CALL Theory in ESL and EFL Environments 2^nd Edition. Hershey, PA: IGI Global.

Przymus, S. D., Lengeling, M., Mora-Pablo, I., Serna-Gutiérrez, J. I. O. (2020). From DACA to Dark Souls: MMORPGs as sanctuary and sites of bilingual language/identity development for Los Otros Dreamers in Mexican schools. Journal of Language, Identity, and Education. DOI: 10.1080/15348458.2020.1791711

Przymus, S. D., Jiménez, F. R., & García, V. P. (2019). Mensajes de los abuelitos: Reclaiming Zapotec ways of knowing and community-based biliteracy practices in Oaxaca, México. Bilingual Review/Revista Bilingüe, 34(1), 57-76.

Przymus, S. D., & Alvarado, M. (2019). Advancing Bilingual Special Education: Translanguaging in Content-Based Story Retells for Distinguishing Language Difference from Disability. Multiple Voices for Ethnically Diverse Exceptional Learners, 19(1), 23-43. https://doi.org/10.5555/2158-396X.19.1.23

Przymus, S. D., & Kohler, A. T. (2018). SIGNS: Uncovering the mechanisms by which messages in the linguistic landscape influence language/race ideologies and educational opportunities. Linguistics and Education, 44, 58-68.  https://doi.org/10.1016/j.linged.2017.10.002.

Przymus, S. D. (2018). Appropriate assessment e instrucción de los emergent bilinguals con disabilities. In Jo Beth Jimerson & Sarah Quebec Fuentes (Eds.), Instructional Leadership in the Content Areas:  Case Studies for Curriculum and Instruction, pp. 321-333, Routledge.

Przymus, S. D. (2017). Bilingually traversing the US/Mexico" wall" via a classroom telecollaborative exchange: Translanguaging online with the Functional Approach to Code-switching Electronically (FACE). Issues and Trends in Educational Technology, 5(2).

Przymus, S. D. (2017). The Subliminal Influence of Street Signs in Schoolscapes: Elective vs. Circumstantial Reverse Indexicality in a Tale of Two Tucsons. Journal of Second Language Acquisition and Teaching, 24, 4-24.

Przymus, S. D. (2016). Challenging the monolingual paradigm in secondary dual-language instruction: Reducing language-as-problem with the 2-1-L2 model. Bilingual Research Journal, 39(3-4), 279-295. https://doi.org/10.1080/15235882.2016.1220995

Przymus, S. D. (2016). Imagining and moving beyond the ESL bubble: Facilitating communities of practice through the ELL Ambassadors Program.  The Journal of Language, Identity, and Education, 15(5), 265-279. https://doi.org/10.1080/15348458.2016.1213133

Przymus, S. D. (2014). Negotiating language use in CALL’s fourth phase: An introduction to a Functional Approach to Code-switching Electronically (FACE). Journal of Second Language Acquisition and Teaching, 21, 1-19.