Dr. Sabrina F. Sembiante

Biography

Sabrina F. Sembiante, Ph.D., is an associate professor of TESOL and Bilingual Education in the Curriculum, Culture, and Educational Inquiry Department. Her research agenda comprises three interconnected objectives: (1) To document the varied and complex ways teachers and children use their multiple languages and modes in preschool contexts; (2) To promote the inclusion of bi/multilingual speakers’ rich, fluid languaging practices to support their learning in school; (3) To explore how functional language instruction can provide emergent-to-advanced bilingual students with meaningful access to content area knowledge and discourse. Her academic orientation is sociological in nature, comprising of the intersections of bi/multilingualism, social justice, and education. In her research, she employs ethnographic, discourse-analytic, and statistical approaches to analyze textual and video data documenting sociocultural influences on participants’ language and literacy development. Beyond her own individual research interest within bilingual education, she is forthright in her agenda to promote and advocate for multilingualism as a human right in education and to seek justice for multilingual and multidialectal teacher and student populations in the U.S. and beyond. As of 2020, she has presented her research at over 50 national and international conferences and has authored more than 20 articles to date, disseminated in top tier national and international literacy and language journals including Language and Education, Bilingual Research Journal, International Multilingual Research Journal, Foreign Language Annals, and Journal of Early Childhood Literacy. In 2018 and 2020, she was the recipient of the FAU College of Education Scholar of the Year Award at the Assistant Professor rank.

Education

  • Postdoctoral Researcher, Crane Center for Early Childhood Research and Policy, The Ohio State University, Columbus, Ohio, 2013-2014.
  • Ph.D. in Teaching and Learning, with a specialization in Language and Literacy Learning in Multilingual Settings, University of Miami, Miami, FL, 2008-2013.
  • M.S.Ed. in Education, with a specialization in Foreign Language Education and TESOL, Florida International University, Miami, FL, 2007-2008.
  • B.A. in International and Cultural Studies; French Minor; TESOL Certificate, University of Tampa, Tampa, FL, 2004-2007.

Instruction

  • TSL 4080 Introduction to Theories and Practices of TESOL
  • TSL 4081 TESOL Issues and Practices
  • TSL 4324 Content Area ESOL Strategies
  • EDG 7944 Research in Curriculum & Instruction

Selected Publications

*Denotes doctoral student advisee

  1. Sembiante, S. F., Cavallaro, C. J.*, & Troyan, F. J. (2020). A sociocultural perspective on language teacher candidates’ development of systemic functional linguistics. Language and Education, Advance online publication. https://doi.org/10.1080/09500782.2020.1833909
  2. Sembiante, S. F., Salinas, C. Jr., Ramírez, J. A., Vásquez-Colina, M., & Silva, Y. (2020). Using testimonios to uncover privilege and prejudice in experiences for faculty members with foreign English accents in higher education. Meridians, 19(2), 295-320. https://doi.org/10.1215/15366936-8308398
  3. Finardi, K., Sembiante, S. F., Amorim, G., & Veronez, T*. (2020). Internationalization in two global south-north loci of enunciation. Educação Temática Digital, 20(1), 1-21.
  4. Bengochea, A., Sembiante, S. F., & Gort, M. (2020). Exploring the object-sourced transmodal practices of an emergent bilingual child in sociodramatic play. Journal of Early Childhood Research. https://doi.org/10.1177/1476718X20938078
  5. Cavallaro, C. J.*, & Sembiante, S. F. (2020). Facilitating culturally sustaining, functional literacy practices in a middle school ESOL reading program: A design-based research study. Language & Education. https://doi.org/10.1080/09500782.2020.1775244
  6. Sembiante, S. F., Bengochea, A., & Gort, M. (2020). “Want me to show you?”: How emergent bilingual children use their multimodal resources to engage in the practices of show-and-tell activity. Linguistics and Education, 55, 1-30. https://doi.org/10.1016/j.linged.2019.100794
  7. Bengochea, A., Sembiante, S. F., & Gort, M. (2020). Attracting and responding to an audience: Preschoolers' multimodal composing in show-and-tell activity. Language Arts, 97(3), 135-145. https://library.ncte.org/journals/la/issues/v97-3/30413
  8. Troyan, F. J., Sembiante, S. F., & King, N. (2019). A case for a functional linguistic knowledge base in world language teacher education. Foreign Language Annals, 52, 644–669. https://doi.org/10.1111/flan.12410
  9. McMahon, B. M.*, & Sembiante, S. F. (2019). Reenvisioning the purpose of early warning systems: Shifting the mindset from student identification to meaningful prediction and intervention. Review of Education, doi.org/10.1002/rev3.3183
  10. Lewis, R. K.*, & Sembiante, S. F. (2019). Research and practice in transition: Support and advocacy for transgender middle school students. Middle Grades Review, 5(1), Article 2. https://files.eric.ed.gov/fulltext/EJ1214825.pdf
  11. Cavallaro, C. J.*, Sembiante, S. F., Kervin, C.*, & Baxley, T. (2019). Combating racial inequity through local historical analysis: A community-informed social studies unit. The Social Studies, 110(1), 17-32, DOI: 10.1080/00377996.2018.1524361. https://www.tandfonline.com/doi/full/10.1080/00377996.2018.1524361
  12. Ramírez, J. A., Sembiante, S. F., & de Oliveira, L. C. (2018). Translated science textbooks in dual language programs: A comparative English-Spanish functional linguistic analysis. Bilingual Research Journal, 41(3). DOI: 10.1080/15235882.2018.1494061 https://doi.org/10.1080/15235882.2018.1494061
  13. Bengochea, A., Sembiante, S. F., & Gort, M. (2018). An emergent bilingual child’s multimodal choices in sociodramatic play. Journal of Early Childhood Literacy, 18(1), 38-70.
  14. Sembiante, S. F., Dynia, J., Kaderavek, J., & Justice, L. (2018). Teachers’ inferential and literal talk in early childhood education and early childhood special education classrooms. Early Education and Development, 29 (1), 14-30.
  15. Xu, T., Ottley, J., & Sembiante, S. (2017). A multilevel model of Hispanic kindergartener’s English oral language development. Scholar Practitioner Quarterly, 11(1-4), 135-159.
  16. Sembiante, S. F. , Baxley, T. P., Cavallaro, C*. (2017). Names as cultural entry point: A critical analysis of immigrant acculturation in contemporary picture books. Diaspora, Indigenous, and Minority Education Journal, 1-14. http://dx.doi.org.ezproxy.fau.edu/10.1080/15595692.2017.1350640
  17. Sembiante, S. (2016). Translanguaging and the multilingual turn: Epistemological reconceptualization in the fields of language and implications for reframing language in curriculum studies. Curriculum Inquiry, 46 (1), 45-61.
  18. Sembiante, S., & Gort, M. (2015). Emergent bilingual children’s early experiences with academic language in show-and-tell activity. Miríada Hispánica, 10, 152-176.
  19. Gort, M., & Sembiante, S. (2015). Navigating hybridized language learning spaces through translanguaging pedagogy: Dual language preschool teachers’ languaging practices in support of emergent bilingual children’s performance of academic discourse. International Multilingual Research Journal, 9(1), 7-25.

Selected Conference Presentations

*Denotes doctoral student advisee

  1. Sembiante, S. F., Bengochea A., & Gort, M. (2021, June). “I made the prince castle”: How emergent bilingual preschoolers’ talk and multimodal practices support block play. Paper accepted to the 2021 annual meeting of the Sociolinguistics Symposium 23, virtual meeting.
  2. Sembiante, S. F., Bengochea A., & Gort, M. (2021, April). Morning Circle as a community of practice: Co-teachers' transmodality in a dual language preschool classroom. Paper accepted to the 2021 annual meeting of the American Educational Research Association, virtual meeting.
  3. Sembiante, S. F., Bengochea, A., & Gort, M. (2021, March). Emergent bilingual preschooler’s multimodal practices in support of their speech genres in block play. Paper accepted at the 2021 annual meeting of the American Association for Applied Linguistics, virtual meeting.
  4. Bengochea A., & Sembiante, S. F. (2020, May). Supporting children’s multimodality in culturally and linguistically diverse early childhood contexts. Paper accepted to the 2020 annual meeting of Building Bridges IV Conference, Ljubljana, Slovenia. Conference cancelled due to COVID-19.
  5. Cavallaro, C.*, & Sembiante, S. F. (2020, April). Translanguaging to propel culturally sustaining, functional literacy practices in intensive reading ESOL classrooms. Paper accepted to the 2021 annual meeting of the American Educational Research Association, Orlando, FL. Conference cancelled due to COVID-19.
  6. Sembiante, S. F. (2020, April). From fractured to whole: The power and advocacy of Translanguaging for a multilingual, multicultural immigrant. Paper accepted to the 2020 annual meeting of the American Educational Research Association, San Francisco, CA. Conference cancelled due to COVID-19.
  7. Troyan, F. J., King, N., & Sembiante, S. F. (2020, March). Harnessing SFL to Learn to Translanguage in a French Immersion Classroom. Paper accepted at the 2020 annual meeting of the American Association for Applied Linguistics, Denver, CO. Conference cancelled due to COVID-19.
  8. Sembiante, S. F., Bengochea, A., & Gort, M. (2020, March). Emergent bilingual preschooler’s multimodal practices in support of their speech genres in block play. Paper accepted at the 2020 annual meeting of the American Association for Applied Linguistics, Denver, CO. Conference cancelled due to COVID-19.
  9. Tian, Z., & Sembiante, S. F. (2019, June). Rethinking TESOL in the multilingual turn through a translanguaging lens. Paper accepted to the 2019 International Conference on Multilingual Acquisition and Multilingual Education, Hong Kong, China.
  10. Bengochea, A., Sembiante, S. F., & Gort, M. (2019, April). !Mira Está squishy¡ An emergent bilingual child’s object-sourced transmodal practices to enhance pretend narratives. Paper accepted to the 2019 annual meeting of the American Educational Research Association, Toronto, Canada.
  11. Tian, Z., & Sembiante, S. F. (2019, March). Envisioning TESOL through a Translanguaging Lens. Paper accepted to the TESOL 2019 International Convention & English Language Expo, Atlanta, GA. (resulted in publication)
  12. Bengochea, A., Sembiante, S. F., & Gort, M. (2019, February). Supporting emergent bilingual children’s multimodal practices in show-and-tell activity in early childhood dual language bilingual education programs. Paper accepted to the 7th International Conference on Immersion and Dual Language Education, Charlotte, NC.
  13. Cavallaro, C.*, & Sembiante, S. F. (2018, November). Language diversity in picture books: Unpacking problematic portrayals through text-based instructional conversations. Paper accepted to the 28th Annual Conference for the National Association for Multicultural Education, Memphis, TN.
  14. Sembiante, S. F., Ramirez, J. A., & de Oliveira, L. (2018, July). Using multimodal practices to support students’ access to the academic language and content of Social Studies texts in Spanish and English. Invited paper accepted as part of featured symposium, “Bi/Multilingualism/Multilingual Pedagogy” at the 45th Annual International Systemic Functional Linguistic Association Congress, Boston, MA.
  15. Sembiante, S. F., Bengochea, A. B., & Gort, M. (2018, April). Emergent bilingual children’s multimodal practices: Supporting varying purposes of show-and-tell. Paper presented at the 2018 annual meeting of the American Educational Research Association, New York, NY.
  16. Maslin Ostrowski, P., Barakat, M., Bogotch, I., Sembiante, S. F., & Schoorman, D. (2018, April). Blurring lines: Curriculum, school leadership and an international partnership. Paper to be presented at the 2018 annual meeting of the American Educational Research Association, New York, NY.

Sabrina Sembiante

Dr. Sabrina Sembiante

Associate Professor, TESOL and Bilingual Education - Coordinator, Ph.D. Program in Curriculum & Instruction
Department of Curriculum, Culture, and Educational Inquiry

Office Phone: 561-297-6594
Office Location: Boca - ED 485 Davie - ES 220
Campus: Davie

ssembiante@fau.edu