Doris Warriner
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Ross-Blakley Hall 170D PO Box 871401 TEMPE, AZ 85287-1401
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Doris Warriner is an educational anthropologist who is interested in using ethnographic methods to examine the educational, social, political, economic, and ideological dimensions of movement and mobility—with a particular focus on the relationship between communicative practices and the lived experiences, literacy development and learning trajectories of immigrant and refugee families. In her scholarship and teaching, she draws on theories and approaches from applied linguistics, educational anthropology, linguistic anthropology and literacy studies to show how social practices are influenced by large-scale processes such as displacement, ethnic conflict, immigration and transnationalism.
Warriner is currently a Professor of English at Arizona State University. She received her doctorate in 2003 from the University of Pennsylvania. Her dissertation, entitled 'Here without English You are Dead': Language Ideologies and the Experiences of Women Refugees Enrolled in an Adult ESL Program, was awarded the 2005 Outstanding Dissertation Award by the Council on Anthropology and Education, American Anthropological Association. Recent publications have appeared in Theory into Practice, Curriculum Inquiry, the Journal of Multilingual and Multicultural Development, and the International Multilingual Research Journal. In addition, Warriner has edited or co-edited Refugee Education across the Lifespan: Mapping experiences of language learning and language use (published by Springer in 2021); Extending applied linguistics for social impact: Cross-disciplinary collaborations in diverse spaces of public inquiry (published by Bloomsbury in 2021); and Critical reflections on research methods: Power and equity in complex multilingual contexts (published by Multilingual Matters in 2019).
- Ph.D. Educational Linguistics, University of Pennsylvania, 2003
- M.S. TESOL, University of Pennsylvania,1999
- B.A. English, Dickinson College, PA 1991
- Immigration, language learning, and identity
- Transnationalism and forced migration
- Literacy as a social practice
- Warriner, D. S. (Ed.) (2021). Refugee Education across the Lifespan: Mapping experiences of language learning and language use. Springer.
- Warriner, D. S. (2021). An Educational Linguistics Perspective on Refugee Education: Bringing into Focus the Language and Literacy Dimensions of the Refugee Experience. In Warriner, D. S. (Ed.), Refugee education across the lifespan: Mapping experiences of language learning and language use. Educational Linguistics Series (Series Editor Francis Hult). Springer Publishing.
- Warriner, D. S. & Miller, E. R. (Eds.) (2021). Extending applied linguistics for social impact: Cross-disciplinary collaborations in diverse spaces of public inquiry. Bloomsbury Publishing.
- Morelli, K. & Warriner, D. S. (2021). (Re)Interpreting language, context and agency in spaces of health-care delivery. In Warriner, D. S. & Miller, E. R. (Eds.), Extending applied linguistics for social impact: Cross-disciplinary collaborations in diverse spaces of public inquiry. Bloomsbury.
- Warriner, D. S. & Miller, E. R. (2021). Introduction: Extending applied linguistics for social impact. In Warriner, D. S. & Miller, E. R. (Eds.), Extending applied linguistics for social impact: Cross-disciplinary collaborations in diverse spaces of public inquiry. Bloomsbury Publishing.
- Warriner, D. S., **Fredricks, D., & **Duran, C. (2020). Valuing the Resources and Experiences of Refugee-Background Learners: A Principled Approach to Teaching and Learning Academic Language. Theory into Practice, 59(1). Special issue on equity and academic language in K-12 settings.
- Warriner, D. S. & Bigelow, M. (Eds.) (2019). Critical reflections on research methods: Power and equity in complex multilingual contexts. Researching Multilingually Series. Multilingual Matters.
- Morelli, K. E. & Warriner, D. S. (2019). The emotional dimensions of qualitative community-driven research: How interactions and relationships shape processes of knowledge production. In Warriner, D. S. & Bigelow, M. (Eds.), Critical reflections on research methods: Power and equity in complex multilingual contexts. Researching Multilingually Series. Multilingual Matters.
- Warriner, D. S., *Morelli, K. & *Lee, K. (2018). Transnationalism and Shifting Ethnolinguistic Identities. In the TESOL Encyclopedia of English Language Teaching, Edited by J. Liontas & S. Nero. Wiley. DOI: 10.1002/9781118784235.eelt0280
- Warriner, D. S. (2017). Theorizing the spatial dimensions and pedagogical implications of transnationalism. Curriculum Inquiry, 47(1), 50-61. Special issue on the pedagogical implications of global and transnational migration.
- Warriner, D. S. (2017). The Politics of English Language Teaching. For the Encyclopedia of Language and Education, Vol. 1: Language Policy and Political Issues in Education, 3rd Edition (pp. 199-210). Edited by T. L. McCarty & S. May. Springer.
- Warriner, D. S. & Anderson, K. (2017). Discourse Analysis and Educational Research. In K. King, Y-J. Lai & S. May (Eds.), Encyclopedia of Language and Education, Vol. 10: Research Methods, 3rd Edition. Springer. DOI 10.1007/978-3-319-02329-8_22-1
- Fredricks, D. E. & Warriner, D. S. (2016). We speak English in here and English only!” Teacher and ELL youth perspectives on restrictive language education. Bilingual Research Journal, 39 (3-4), 309-323. Special Issue on Richard Ruiz and Research on Language Planning, 30 years plus.
- Warriner, D. S. (2015). “Here, without English, You are Dead”: Ideologies of language and discourses of neoliberalism in adult English language learning. Journal of Multilingual and Multicultural Development. Special Issue on Researching Language and Neoliberalism. DOI: 10.1080/01434632.2015.1071827
- Fredricks, D. & Warriner, D. S. (2015). “Talk English!” Refugee youth and policy shaping in restrictive language policy contexts. In V. Ramanthan & E. Feuerherm (Eds.), Refugee Resettlement: Language, Policy, Pedagogy (pp. 135-151). Multilingual Matters, Ltd.
- Noguerón-Liu, S. & Warriner, D. S. (2014). Heteroglossic practices in the online publishing process: Complexities in digital and geographical borderlands. In A. Blackledge & A. Creese (Eds.), Heteroglossia as Practice and Pedagogy (pp. 179-197). New York: Springer.
- Warriner, D. S. & Wyman, L. T. (2013). Introduction: Experiences of simultaneity in complex contemporary linguistic ecologies: Implications for theory, method and practice. International Multilingual Research Journal, 7(1), 1-14.
- Warriner, D. S. (2013). “It’s better life here than there”: Elasticity and ambivalence in narratives of personal experience. International Multilingual Research Journal, 7(1), 15-32.
- Warriner, D. S. (2012). When the macro facilitates the micro: A study of regimentation and emergence in spoken interaction. Anthropology and Education Quarterly, 43(2), 173-191.
- Lam, W. S. E. & Warriner, D. S. (2012). Transnationalism and literacy: Investigating the mobility of people, languages, texts, and practices in contexts of migration. Reading Research Quarterly, 47(2), 191-215.
- Warriner, D. S. (2012). Multilingual literacies. In M. Martin-Jones, A. Blackledge, & A. Creese (Eds.), The Routledge Handbook on Multilingualism (pp. 508-520). London & New York: Routledge.
- Warriner, D. S. (2011). Literacy. In J. Simpson (Ed.), The Routledge Handbook of Applied Linguistics (pp. 529-540). London & New York: Routledge.
- Bartlett, L., López, D., Vasudevan, L., & Warriner, D. S. (2011). The anthropology of literacy. In M. Pollock & B. Levinson (Eds.), Blackwell Companion to Anthropology of Education (pp. 154-176). Malden, MA: Blackwell.
- Warriner, D. S. (2010). Competent Performances of Situated Identities: Adult Learners of English Accessing Engaged Participation. Teaching and Teacher Education, 26(1), 22-30.
- Warriner, D. S. (2010) Communicative Competence Revisited: An Ethnopoetic Analysis of Narrative Performances of Identity. In F. Hult (Ed.), Directions and Prospects for Educational Linguistics (pp. 63-77). New York: Springer.
- Warriner, D. S. (2009). Continued marginalization: The social cost of exceptionalism for African refugee learners of English. In J. Kleifgen & G. Bond (Eds.), The Languages of Africa and the Diaspora: Educating for Language Awareness (pp. 199-213). Buffalo: Multilingual Matters Ltd.
- Warriner, D. S. (2009). Transnational Literacies: Examining global flows through the lens of everyday practice. In M. Baynham & M. Prinsloo (Eds.), The Future of Literacy Studies (pp. 160-180). Palgrave Advances in Linguistics Series.
- Warriner, D. S. (2007). Language learning and the politics of belonging: Sudanese women refugees becoming and being 'American'. Anthropology and Education Quarterly 38(4), 343-361.
- Warriner, D. S. (2007). Editor’s Introduction: Transnational Literacies: Immigration, language learning, and identity. Linguistics and Education, 18(3-4), 201-214.
- Warriner, D. S. (2007). “It’s just the nature of the beast”: Re-imagining the literacies of schooling. Linguistics and Education, 18(3-4), 305-324.
- Warriner, D. S. (2007). Discourse analysis in educational research. In K. King & N. Hornberger (Eds.), Encyclopedia of Language and Education, Volume 10: Research Methods in Language and Education, 2nd ed. (pp. 203-215). New York: Springer.
- Warriner, D. S. (2004). “The days now is very hard for my family”: The negotiation and construction of gendered work identities among newly arrived women refugees. Journal of Language, Identity, and Education, 3(4), 279-294.
- Warriner, D. S. (2004). Multiple literacies and identities: The experiences of two women refugees. Women’s Studies Quarterly, 32(1-2), 179-195.
Guest-Edited Journal Issues
- Warriner, D. S., & Wyman, L. (Guest Editors). (2013). Experiences of simultaneity in complex contemporary linguistic ecologies: Implications for theory, method and practice. Theme Issue, International Multilingual Research Journal, 7(1).
- Warriner, D. S. (Guest Editor). (2007). Transnational Literacies: Immigration, Language Learning, and Identity. Theme Issue, Linguistics and Education, 18 (3-4).
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Principal Investigator. Vitalyst Foundation Innovation Grant. To develop and educational programming that will increase refugee families’ access to health and health care. Submitted October 2016: $125,000. Not funded.
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Principal Investigator. Community-Centered Capacity Building: Drawing on Strengths and Resources to Support the Health of Refugee Children 0-5, CLAS NS-SS-GRG Seed Funding. Funder: College of Liberal Arts & Sciences, Arizona State University. This “community scan” project took stock of and evaluated the child development and health-related services available to refugee families with children ages 0-5 living in Arizona. Funded January-December 2014: $41,062.
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Principal Investigator. Taking Stock: Evaluating the Refugee School Impact Grant. Funder: Arizona Department of Economic Security Refugee Resettlement Program. In response to a request from the Arizona Department of Economic Services (AZ/DES), six graduate students and I investigated how funds from the Refugee School Impact Grant (RSIG) had been used to support refugee youth enrolled in Arizona schools. Funded January-June 2010: $65,642.
Courses
2022 Fall
| Course Number | Course Title |
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| ENG 556 | Theories of Literacy |
2021 Fall
| Course Number | Course Title |
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| ENG 501 | Approaches to Research |
2020 Fall
| Course Number | Course Title |
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| DCI 792 | Research |
| DCI 784 | Internship |
| DCI 799 | Dissertation |
| ENG 556 | Theories of Literacy |
| ENG 556 | Theories of Literacy |
2020 Summer
| Course Number | Course Title |
|---|---|
| ENG 556 | Theories of Literacy |
| ENG 556 | Theories of Literacy |
2020 Spring
| Course Number | Course Title |
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| DCI 799 | Dissertation |
| DCI 792 | Research |
| DCI 784 | Internship |
2019 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 784 | Internship |
| DCI 799 | Dissertation |
| ENG 691 | Seminar |
2019 Spring
| Course Number | Course Title |
|---|---|
| DCI 799 | Dissertation |
| DCI 792 | Research |
| DCI 784 | Internship |
2018 Fall
| Course Number | Course Title |
|---|---|
| DCI 792 | Research |
| DCI 784 | Internship |
| DCI 799 | Dissertation |
| ENG 556 | Theories of Literacy |
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Rethinking “dysfluency”: Temporal elasticity and shifting alignments in narrative accounts of displacement. Paper presented as part of a panel sponsored by the Society of Linguistic Anthropology entitled Unsettling narratives: Chronotopic constructions and contestations of moral accountability. American Anthropological Association, Seattle, November 2022.
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“That’s a perfect question!”: The temporal, spatial and emotional dimensions of autobiographical narrative. Paper presentation. American Anthropological Asociation, Vancouver, British Columbia, November 2019.
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Tracing identities of resilience and adaptation in narratives of displacement. Paper presentation. American Association of Applied Linguistics, Atlanta, March 2019.
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Listening to Refugee Community Leaders: Narratives of Displacement, Resilience, Adaptation and Possibility. Paper presented as part of a colloquium on Policies, Politics and Practices: Theorizing Volatility, Adaptation and Epistemology in Educational Research with Refugee Communities. American Anthropological Association. San Jose, November 2018.
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Warriner, D. S. Language, literacy and health care: How applied linguists can be responsive and relevant. Paper presented (with Katherine Morelli) as part of a colloquium on Transdisciplinary approaches in applied linguistics: Exploring language practices and tracing ideological effects to address real-world issues. American Association of Applied Linguistics, Portland, Oregon, March 2017.
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Warriner, D. S. How do ethnographic methods need to evolve in order to address new research challenges? Paper presented as part of a session on Methods for New Research Challenges. American Anthropological Association, Minneapolis, Minnesota, November 2016.
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Warriner, D. S. Fostering sustainable access to health care: The role of applied linguistics in collaboratively applied research projects. Roundtable presentation (with Katherine Morelli). American Association of Applied Linguistics, Toronto, Canada, March 2015.
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Warriner, D. S. Increasing refugees’ access to and participation in healthcare. Paper to be presented as part of a session on Theorizing Discitizenship: The Reproduction of Illegitimate Hierarchies. American Association of Applied Linguistics, Toronto, Canada, March 2015.
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Warriner, D. S. Growth requires a change in program culture. Roundtable presentation on Mapping the Future of Doctoral Programs in Rhetoric and Composition, sponsored by the Consortium of Doctoral Programs in Rhetoric and Composition. Conference on College Composition and Communication in Tampa, Florida, March 2015.
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Warriner, D. S. Fostering sustainable access to health care: The role of anthropology in collaboratively applied research projects. Paper presented as part of a session on Producing anthropological knowledge about/with/for/in refugee communities: Collaborations, constraints, tensions, and possibilities. American Anthropological Association, Washington, DC, December 2014.
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Warriner, D. S. “Here without English you are dead”: Ideologies of language and discourses of neoliberalism in everyday talk. Paper presented as part of a colloquium on Applied Linguistics and Political Economy: Ideologies of Language and Identity in the Neoliberal Era. American Association of Applied Linguistics, Dallas, Texas, March 2013.
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Warriner, D. S. Language Policing through Social Interaction: The role of metadiscursive practice in the language learning experiences of multilingual students. Paper presented (with Daisy Fredricks) as part of a colloquium on Constituting social life in and through narrative discourse: Everyday storytelling as a complex social practice. American Association of Applied Linguistics, Boston, Massachusetts, March 2012.
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Warriner, D. S. “It’s about language proficiency, that’s how I see it”: The interactional legacies of pathological social categories. Paper presented as part of a colloquium on The Legacies of Pathological Language Ideologies in Contemporary Ethnographies of Language & Identity. American Anthropological Association, Montreal, Canada, November 2011.
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Warriner, D. S. The small stories of displaced students: Discourse as practice in a multilingual multinational classroom. Paper presented (with Daisy Fredricks) as part of a colloquium on Constituting Social Life in and Through Narrative Discourse: Everyday Storytelling as a Complex Social Practice. American Anthropological Association, Montreal, Canada, November 2011.
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Warriner, D. S. Local stories of movement and membership: Narrating the self in a time of transnationalism and globalization. Paper presented as part of a colloquium on Literacies across Contexts. International Association of Applied Linguistics (AILA), Beijing, China, August 2011.
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Warriner, D. S. Symbolic competence as strategic performance: Narratives of displacement, contested identities, and transformative practices. Paper presented at the Mobility, Language, Literacy Conference. International Association of Applied Linguistics, Cape Town, South Africa, January 2011.
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Warriner, D. S. Taking Stock: Evaluating the Refugee School Impact Grant. Arizona Department of Education: Meeting with Representatives from Arizona School Districts, September 2010.
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Warriner, D. S. Symbolic competence in educational contexts: Re-assessing how refugee learners narrate the self. American Educational Research Association, May 2010.
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Warriner, D. S. The symbolic competence of refugees: Narratives of displacement, performances of identity, and transformative practice. American Association of Applied Linguistics, March 2010.
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Warriner, D. S. Creative contestations of "refugeeness": Regimentation and emergence in autobiographical narrative. American Anthropological Association, December 2009.
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Warriner, D. S. Re-imagining community: When shared practices do not translate into shared experiences. American Anthropological Association, November 2008.
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Warriner, D. S. (Re)producing ideologies: Imagined communities, oscillating investments, and transformed identities. AILA World Congress (International Association of Applied Linguistics), August 2008.
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Warriner, D. S. "This school reminds me of Ellis Island": The discursive construction of race and class in English language teaching. American Association of Applied Linguistics, March 2008.
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Warriner, D. S. "This school reminds me of Ellis Island": The discursive construction of race, class and leaner identities. American Anthropological Association, December 2007.
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Warriner, D. S. At the intersection: The ethnopoetics of identity construction, situated learning, and structured creativity in storytelling and narrative. American Association of Applied Linguistics, April 2007.
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Warriner, Doris S. Moving across and between communities of difference: The situated learning experiences of women refugees in and out of school. American Anthropological Association, November 2006.