Dr. Emilie Schiess

Dr. Emilie Schiess

<b>Department: </b>English<br><b>Research Area: </b>Sociolinguistics, second language acquisition, composition theory, writing process, antiracist pedagogy, and TESOL/writing assessment.<br>


Department: English

Research Focus: Research focus includes sociolinguistics, second language acquisition, composition theory, writing process, antiracist pedagogy, and TESOL/writing assessment. My goal is to understand the social implications of language and to improve pedagogy for TESOL and composition instructors at the college level.

Potential Student Project(s): My first and major research question is “What aspects of writing do college students with executive dysfunction disorders (like ADHD) struggle with most and what accommodations would be most beneficial for these students?” This research will use interviews to collect detailed experiences and stories. This topic seeks to advocate for students with ADHD in the writing classroom by providing a better understanding of their writing difficulties, processes, and needs.

My second area of research focuses on the use of English in certain language communities, specifically English on TikTok and English in KPOP and other music. Some tentative questions are “What do trends in alternative spelling/spelling errors on TikTok indicate about language change and acquisition?” and “What English words are most popular in KPOP and what about their articulation, morphology, or syntax is alluring?” Both these topics would involve collecting artifacts and transcribing them for their linguistic aspects. After identifying trends, we can make interpretations about what this means about language acquisition, codeswitching, and language as cultural currency.

Attributes/skills/background sought in undergraduate: Seeking a student comfortable with qualitative research (specifically conducting, transcribing, and coding interviews) and artifact analysis. For linguistic research topics, some background of theoretical linguistics is needed (such as phonetics or morphology). The research topics would work well with students in education, English, linguistics, and psychology.

Mentoring Plan:  Mentor and student will meet over Zoom at least once a week to set an agenda, assign responsibilities and goals for the week, and address concerns. My goal as a mentor is to orient a first or second-year student to the research process for a humanities-based project by setting realistic goals and managing time. I also intend to demonstrate the implications and creativity of humanities research (especially for rhetoric, composition, and linguistics).

The research process will begin with finding and reviewing secondary sources where the student and mentor will discuss their value and influence. My role will be to ensure we engage critically with literature. The next part of the process will be planning field research where the mentor will guide the student through the IRB process and provide support in creating interview questions. Lastly, the student will assist in conducting, transcribing, and coding interviews. This may take two semesters. If able, continuing the project a second semester would allow for more collection of data and composing a final paper. The goal of this research is to present at an academic conference.

Contact: 317-313-2536, RB276