Emily Machado is an assistant professor in the Department of Curriculum and Instruction at the University of Wisconsin–Madison and a former elementary school teacher. Her scholarship is focused on the teaching and learning of writing in multilingual early childhood settings. Through her research, Emily seeks to make early literacy classrooms more equitable, inclusive, and humanizing for all young children.

In her award-winning dissertation study, Emily explored a unit of writing instruction in a highly linguistically diverse second-grade classroom. Through qualitative, participatory case study methods, she documented what happened when the classroom’s teacher invited children to compose poetry using all of their languages. She organized her findings around three analyses: (1) an exploration of children’s writing through lenses of emergent biliteracy and translingualism; (2) portraits of children’s engagements with transnational experiences, media, and identities in composition; and (3) accounts of children’s resistance and agency as they composed poetry about their names. Emily has published articles from this study in the Journal of Literacy Research, Reading Research Quarterly, and Research in the Teaching of English.

In recent research studies, Emily has explored intersections of writing, language, and early childhood with multiple stakeholders. In one project, she examined pre-service elementary school teachers’ exploration and enactment of translanguaging pedagogies in writing. In another study, she partnered with a local library system to design and facilitate translingual writing and art workshops with and for multilingual families.

Emily can be reached via email (machado3@wisc.edu) or on Twitter (@emilynmachado).