Eric J. Johnson

Research Interests

Eric Johnson’s research focus is on ethnographic approaches to multilingual and dual language education programs and language policies in public schools.  His interests include language policy and planning, the application of policy as practice, immigrant communities, parent and community engagement, and multilingual and dual language education.

Teaching/Professional Interests

Dr. Johnson teaches undergraduate and graduate courses related to bilingual education and English as a second language, including the theoretical foundations of bilingual and ESL education, methods and materials for bilingual/ESL education, bilingual education methods across content areas, sociolinguistics, diversity in education, and language, literacy, and culture.

Multimedia Publications

• Webinar:
  • Johnson, E.J. (2018). Effective strategies for integrating English learner students’ funds of knowledge into classroom practices. Webinar published by the Center for Applied Linguistics (CAL), Washington, D.C.
• TED Talk:
  • Johnson, E.J. (2016). Honoring Spanglish as a resource. TEDx Richland. Richland, WA.
• Website Resources:
  • Johnson, E.J. (2016). Home visits toolkit. Website resource published by the Washington Office of Superintendent of Public Instruction (OSPI). 
  • Johnson, E.J. (2016). Funds of knowledge toolkit. Website resource published by the Washington Office of Superintendent of Public Instruction (OSPI).

Books

• Johnson, D.C., & Johnson, E.J. (2021). The language gap: Normalizing deficit ideologies. Routledge.
• Avineri, N., Graham, L.R., Johnson, E.J., Riner, R., & Rosa, J. (Eds). (2019). Language and social justice in practice. Routledge.
• Johnson, E.J. (Ed.). (2018). Critical perspectives of the language gap. Routledge.
• Haenn, N., & Johnson, E.J. (2009). The teaching road map: A pocket guide for high school and college teachers. Rowman & Littlefield Education.

Selected Publications

• Johnson, E.J. (2022). Advancing school – family coalitions and cooperative funds of knowledge through virtual teaching and learning in TESOL practicum experiences. In C. Pu & W. E. Wright (Eds.), Optimizing practica in teacher education for TESOL: Identifying effective design, implementation, and pedagogy (pp. 77-96). Routledge.
• Johnson, E.J. (2021). Resources, challenges, and possibilities in culturally and linguistically diverse school districts. Report submitted to the Washington Education Association as part of a statewide grant project with the University of Washington [See 2020 Senior Personnel, Co-Researcher grant below].
• Avineri, N., Johnson, E.J., Perley, B., Rosa, J., & Zentella, A.C. (2021). Applied linguistic anthropology: Balancing social science with social change. In D.S. Warriner & E.R. Miller (Eds.), Extending applied linguistics for social impact: Cross-disciplinary collaborations in diverse spaces of public inquiry (pp. 171- 194). Bloomsbury. 
• Johnson, E.J., & Newcomer, S.N. (2020). Funds of knowledge mentors: Partnering with minority youth to incite dispositional shifts in teacher preparation. Journal of Latinos and Education, 19(4), 368-382.
• Guerrettaz, A.M, Johnson, E.J., & Ernst-Slavit, G. (2020). La planificación lingüística del Maya Yucateco y la educación bilingüe en Yucatan. Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas, 28(134). https://epaa.asu.edu/ojs/article/view/5136
• Johnson, D.C., Johnson, E.J., & Hetrick, D. (2020). Normalization of language deficit ideologies for a new generation of minoritized U.S. youth. Social Semiotics, 30(4), 591-606.
• Johnson, D.C., Stephens, C., Johnston Nelson, J., & Johnson, E.J. (2018). Violating Lau: Sheltered English instruction and educational opportunity. Journal of Education Policy, 33(4), 488-509.
• Nogueras-Conner, D.J., Johnson, E.J., Katz, J., & Velasquez, I. (2018).  Overcoming writing challenges in bilingual nursing students: A funds of knowledge collaboration with pre-service education students. Virginia Henderson Global Nursing e-Repository. http://hdl.handle.net/10755/624475
• Johnson, E.J., & Zentella, A.C. (2017). Introducing the language gap. International Multilingual Research Journal, 11(1), 1-4.
• Johnson, E.J., Avineri, N., & Johnson, D.C. (2017). Exposing gaps in/between discourses of linguistic deficits. International Multilingual Research Journal, 11(1), 5-22
• Gonzalez, N., & Johnson, E.J. (2016). Richard Ruiz and bilingual education. In N.H. Hornberger (Ed.), Honoring Richard Ruiz and his work on language planning and bilingual education (pp. 95-99). Bristol, UK: Multilingual Matters.
• Johnson, E.J., & Johnson, A.B. (2016). Enhancing academic investment through home-school connections. Journal of Language & Literacy Education, 12(1), 104-121.
• Avineri, N. et al. (2015). Invited forum: Bridging the “language gap.” Journal of Linguistic Anthropology, 25(1), 66-86.
• Johnson, E.J. (2015). Debunking the “language gap”. Journal for Multicultural Education, 9(1), 42-50.
• Johnson, E.J. (2014). (Re)Categorizing language-minority literacies in restrictive educational contexts. International Multilingual Research Journal, 8(3), 167-188.
• Johnson, E.J., & Castrellon, T. (2014). Recoding discourses in higher education: Critical views on recruiting materials for Latin@ college students. Journal of Latinos and Education, 13(3), 166-180.
• Johnson, E.J. (2014). From the classroom to the living room: Eroding academic inequities through home visits. Journal of School Leadership, 24(2), 357-385.
• Johnson, E.J., & Johnson, D.C. (2015).  Language policy in Arizona and Washington State. International Journal of Bilingual Education and Bilingualism, 18(1), 92-112.
• Johnson, D.C., & Johnson, E.J. (2014). Power and agency in language policy appropriation. Language Policy, 13(3), DOI 10.1007/s10993-014-9333-z
• Blum, A., & Johnson, E.J. (2012). Reading repression: Textualizing the linguistic marginalization of non-native English speaking teachers in Arizona. Journal of Language, Identity & Education, 11(3), 167-184.
• Johnson, E.J. (2012). Arbitrating repression: Language policy and education in Arizona. Language and Education, 26(1), 53-76.
• Johnson, E.J. (2011). (Re)producing linguistic hierarchies in the United States: Language ideologies of function and form in public schools. International Journal of Linguistics, 3(1), E12.
• Johnson, E.J.  (2011). Peerlingual education: A socioeducational reaction to structured English immersion. Journal of Latinos and Education, 10(2), 127-145.
• Johnson, E.J. (2009). (Re)defining freedom of speech: Language policy, education, and linguistic rights in the United States. Journal of Applied Language Studies, 3(1), 2-23.
• Johnson, E.J., & Brandt, E.A. (2009). Targeting diversity: A critical description of language policy and public education in the United States. Harvard Journal of Hispanic Policy, 21, 59-68.
• Johnson, E.J. (2006). Dreams of (under)achievement: A critical metaphor analysis of the American dream and the formation of language policy in Arizona. Journal of Borderland Education, 1(1), 11-28.
• Johnson, E.J. (2006). Trans-cultural bilingualism and second language acquisition: Understanding the sociolinguistic effects of international tourism on host communities. Arizona Anthropologist, 17, 1-40.
• Johnson, E.J. (2005). WAR in the media: Metaphors, ideology, and the formation of language policy. Bilingual Research Journal, 29(3), 621-640.
• Johnson, E.J. (2005). Proposition 203: A critical metaphor analysis. Bilingual Research Journal, 29(1), 69-84.

Awards

• 2022 – Sahlin Faculty Excellence Award for Outreach and Engagement, Washington State University.
• 2020 – Faculty Excellence Award in Diversity, Equity, and Inclusion, Washington State University College of Education.
• 2017 – Senior Scholar Reviewer Award, Bilingual Research Journal (premier journal for the National Association of Bilingual Education). Recognizes a senior scholar who “volunteers their time above and beyond the call of duty to the BRJ.”
• 2016 – Outstanding Teaching Award, Washington State University Tri-Cities. “In honor and recognition of significant contributions and success in teaching.”
• 2013 – Faculty Diversity Award, Washington State University. “Recognizes distinctive and outstanding teaching, research, and/or service/outreach that advance diversity.”
• 2013 – Martin Luther King Jr. Distinguished Service Award, Washington State University. “Recognizes extraordinary contributions toward continuing the work of Dr. Martin Luther King Jr. in the promotion of human rights and social justice.”
• 2012 – Award for Collaboration and Networking, Washington State University Tri-Cities, College of Education.
• 2011 – Faculty Excellence Award in Teaching, Washington State University, College of Education.

Grants

• 2020 – Senior Personnel, Co-Researcher: Reducing barriers to educational justice in Washington state. Washington Education Association. PIs: Dr. Manka Varghese, Marge Plecki, & Ana Elfers, University of Washington. Amount: $265,000. 
• 2016 – Co-PI: Creating a pathway to nursing: Community alliance for health workforce diversity. U.S. Department of Health and Human Services: Health Resources and Services Administration. Grant Role: Data collection, reporting, and program coordination for ESL and learning services.  Co-investigators: Debra Nogueras, Lori Brown, & Janet Katz. Amount: $349,187.
• 2016 – PI: Developing a funds of knowledge inventory to enhance classroom practice. Washington State University, Berry Family Fellowship. Amount: $12,500.
• 2015 – PI: Crossing the border: Documenting immigrant student experiences to enhance classroom instruction. Washington State University College of Education Faculty Funding Award. Amount: $5000.
• 2013 – Co-PI: Bridging Community Literacy Practices and Funds of Knowledge in the Classroom. Washington State University College of Education Faculty Funding Award, co-investigator: Dr. Sarah Newcomer, Amount: $9000.
• 2012 – PI: Interpretation and use of research evidence for bilingual education policy and practice. William T. Grant Foundation: Officer’s Research Grant. Co-investigator: Dr. David C. Johnson. Amount: $25,000.
• 2011 – Co-PI: Interpretation and implementation of dual language education policy in Washington schools. Washington State University New Faculty Seed Grant Program. Co-investigator: Dr. David C. Johnson, Amount: $5,343.
• 2011 – Co-PI: Dual language education policy and practice in Washington state. Washington State University College of Education Faculty Funding Award, co-investigator: Dr. David C. Johnson, Amount: $8882.
• 2008 – Co-PI: Educational leadership and language policies in Washington school districts with high language-minority student populations. Washington State University College of Education Faculty Funding Award. Co-investigator: Dr. Michele Acker-Hocevar, Amount: $6000.