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Sarah Gallo

Assistant Professor, Department of Teaching and Learning

Program Area: Language, Education, and Society

(614) 292-4684
gallo.85@osu.edu

Biography

Dr. Gallo draws upon ethnographic and linguistic anthropological tools to explore the multilingual literacy and languaging resources that Latino immigrant children deploy and develop across home and school contexts. Her research on Mexican immigrant fathers and their children in an emerging Latino immigrant community was supported by the National Science Foundation in Cultural Anthropology and the Spencer Foundation. Her research and teaching are motivated by a desire to improve educational possibilities for Latino immigrant students by preparing educators to recognize and build upon the traditional and innovative semiotic resources that immigrant students and families bring to their classrooms.

She is a core faculty member in Language, Education and Society and an affiliated faculty member in Multicultural and Equity Studies in Education; Adolescent, Post-Secondary, and Community Literacies; and Latina/o Studies.

Education

  • PhD, educational linguistics, University of Pennsylvania, 2013
  • MEd, curriculum and instruction, Lesley University, 2005
  • BA, Spanish and environmental studies, Bowdoin College, 2003

Research Interests

Experience

  • Co-coordinator, Ethnography in Education Research Forum. University of Pennsylvania, 2009 – 2011.
  • Editor-in-Chief, Working Papers in Educational Linguistics, University of Pennsylvania, 2008 – 2009.
  • Reviewer for: American Education Research Journal; Anthropology & Education Quarterly; Journal of Latinos and Education; Journal of Literacy Research; and Working Papers in Educational Linguistics.

Courses

  • EDUTL 8003: Theorizing and Researching Teaching and Learning (PhD)
  • EDUTL 7344: Bilingualism and Biliteracy (MEd, MA and PhD)
  • EDUTL 6808: Multicultural and Global Perspectives on Teaching and Learning (MA)
  • EDUTL 8890: Ethnography of Literacy and Related Perspectives on Researching Literacies (Co-taught, PhD)
  • EDUTL 8890: Latina/o and Immigrant Perspectives in Education (PhD)

Honors

  • Dell H. Hymes–Nessa Wolfson Award for Excellence in Educational Linguistics Recipient, University of Pennsylvania Graduate School of Education (2013)

Grants

  • Documenting emergent Bilinguals' Educational Resources (DEBER) across Elementary School and Home Contexts. OSU College of Education and Human Ecology Seed Grant with Millie Gort (2014)
  • Spencer Foundation Dissertation Fellowship Award Recipient (2011-2012)
  • National Science Foundation Doctoral Dissertation Improvement Grant in Cultural Anthropology Recipient (2010-2011)

Presentations

  • Gallo, S. Discourse Analysis and the Study of Migration and Educations. Invited keynote panel presentation at The Discourse Analysis in Educational Research Conference. Columbus, OH (May, 2014).
  • Gallo, S. The effects of gendered immigration policy enforement on elementary children's schooling. Presented at the American Education Research Association Annual Meeting, Philidelphia, PA (April, 2014).
  • Link, H. & Gallo, S. Ecploring the borderlands: Elementary school teachers' navigation of immigration practices. Presented at the American Education Research Association Annual Meeting, Philadelphia, PA (April, 2014).
  • Gallo, S. The inclusion o fundocumented Latino students at The Ohio State University. Invited facilitator for the Office of Diversity and Inclusion discussion series on diversity at OSU, Columbus, OH (November, 2013).
  • Gallo, S. The invisibility of Mexican immigrant fathers in their children’s schooling. Presented at the American Education Research Association Annual Meeting, San Francisco, CA (April, 2013).
  • Gallo, S. Mexican immigrant fathers: The effects of gendered immigration policy enforcement.  Invited presentation at Bowdoin College, Brunswick, ME (September, 2012).
  • Gallo, S.Mexican immigrant fathers and their children. Presented at the Ethnography in Education Research Forum, Philadelphia, PA (February, 2012).
  • Link, H., & Lipinoga, S. Hola means hello: Stylized Spanish in the New Latino Diaspora.Presented at the American Anthropological Association Annual Meeting, Montreal, Quebec, Canada (November, 2011).
  • Wortham, S., Lipinoga, S., Martinez, C. & Osband, N. Sobresalir: Latino perspectives on New Latino Diaspora schools. Presented at the American Education Research Association Annual Meeting, New Orleans, LA (April, 2011).
  • Allard, E., Link, H., Lipinoga, S., Mortimer, K. & Wortham, S. Shifting perceptions in a New Latino Diaspora community: Ideologies of Mexican immigrant language across school settings. Presented at the American Education Research Association Annual Meeting, New Orleans, LA (April, 2011).
  • Link, H. & Lipinoga, S “Hola” means “hello”: The intersection of language ideology and language policy in early Elementary classrooms of the New Latino Diaspora.Presented at the American Anthropological Association Annual Meeting, New Orleans, LA (November, 2010).
  • Howard, K. & Lipinoga, S. The social identification of “ESL families” in parent-teacher conferences: Dissonance and polycentricity in parent-teacher conferences with Mexican immigrant families. Presented at the American Education Research Association Annual Meeting, Denver, CO (May, 2010).
  • Howard, K. & Lipinoga, S. Trajectories of practice: Home-school communication in the New Latino Diaspora.Presented at the Ethnography in Education Research Forum, Philadelphia, PA (February, 2010).
  • Lipinoga, S. & Link, H. Mexican immigrant fathers’ parent involvement:  Disrupting public discourses. Presented at the American Anthropological Association Annual Meeting, Philadelphia, PA (December, 2009).
  • Lipinoga, S. ‘Good parent involvement’ in school conferences with Mexican immigrant parents. Presented at The First Triennial Conference on Latino Education and Immigrant Integration, Athens, GA (October, 2009).
  • Howard, K. & Lipinoga, S.  School communication with Spanish speaking families: Challenges and opportunities in a New Latino Diaspora setting. Presented at the American Education Research Association Annual Meeting, San Diego, CA (April, 2009).
  • Lipinoga, S. Benevolent racism: “Othering” in an adult educator’s talk.  Presented at the American Association for Applied Linguistics Annual Meeting, Denver, CO (March, 2009).
  • Lipinoga, S.  Lost in translation: An analysis of assumptions in parent-teacher conferences with Mexican immigrant parents. Presented at the Ethnography in Education Research Forum, Philadelphia, PA (February, 2009).
  • Lipinoga, S. & Howard, K. Institutional projects of ‘good parenting’: Ventriloquation and silence in parent-teacher conferences with Mexican immigrant families. Presented at the American Anthropological Association Annual Meeting, San Francisco, CA (November, 2008).
  • Howard, K. & Lipinoga, S. “You are your child’s first teacher”: Cultural contact zones in Mexican immigrant parent-child interactions. Presented at the American Association for Applied Linguistics Annual Meeting, Washington, DC (March, 2008).
  • Lipinoga, S. Navigating change in cultural contact zones: How service agencies, schools and Mexican immigrant families respond in one New Latino Diaspora community. Presented at the Ethnography in Education Research Forum, Philadelphia, PA (February, 2008).

Selected Publications

Note: Sarah Gallo also has published under the name Sarah Lipinoga.

  • Gallo, S. (2014). The effects of gendered immigration enforcement on middle childhood and schooling. American Educational Research Journal, 51 (3), 473-504.
  • Gallo, S., Link, H., Allard, E., Wortham, S., & Mortimer, K. (2014). Conflicting ideologies of Mexican immigrant English across levels of schooling. International Multilingual Research Journal.
  • Link, H., Gallo, S., & Wortham, S. (2014). ‘gusame ka’lata!’: Faux Spanish in the New Latino Diaspora. In A. Creese & A. Blackledge (Eds.), Heteroglossia as Practice and Pedagogy. London, UK: Springer.
  • Allard, E., Mortimer, K., Gallo, S., Link, H., & Wortham, S. (In press). Student Spanish as liability or asset: Generational diversity in ideologies of Mexican immigrant language at school. Journal of Language, Identity, and Education.
  • Gallo, S., Wortham, S., & Bennett, I. (In press). Increasing “Parent involvement” in the New Latino Diaspora. In E. T. Hamann, S. Wortham & E. G. Murillo (Eds.), 
Revisiting education in the New Latino Diaspora. Charlotte, NC: InfoAge Publishing.
  • Gallo, S., & Wortham, S. (2012). 
Sobresalir: Latino parent perspectives on New Latino Diaspora schools. International Journal of Multicultural Education, 14 (2), 1 -17.
  • Howard K. & Lipinoga, S. (2010). Closing down openings: Pretextuality and misunderstanding in parent-teacher conferences with Mexican immigrant families. Language and Communication, 30 (1), 33-47.
  • Howard, K. & Lipinoga, S. (2008).  [Review of the book Funds of Knowledge: Theorizing Practices in Households, Communities and Classrooms].  International Journal of Bilingual Education and Bilingualism, 11 (5), 627-631.
  • Lipinoga, S. (2008). Benevolent racism in an adult educator’s talk. Working Papers in Educational Linguistics, 23(2), 47-73.