I study how multilingual children and families make meaning with AI and design with them so their languages, cultures, and stories belong.
An AI story studio for children’s art, language, and voice.
Guided drawing and coloring give children a visual way into the story.
Children should not have to wait for fluency to tell their stories.
Adaptive prompts · First-language support · Voice
An earlier version supported my teacher-inquiry study of multilingual children’s narrative agency.
Trans-Modal Narrative Agency in Multilingual Children’s AI Co-Creation
How do children begin, interpret, and revise stories before they can fully express their ideas in English?
Teacher inquiry with three trilingual children, using thematic analysis of session videos, story artifacts, and reflective memos.
Children personified, inferred, and revised stories ahead of their English fluency.
The capacity to begin, negotiate, and revise story meaning across visual and verbal modes, ahead of fluency in the target language.
September 2025 – May 2026
I built a multi-level coding framework for students’ language portraits and reflective texts to examine multilingual identity.
I compared code frequencies across the two sources to trace patterns in multilingual identity and embodied language experience.
I evaluated LACOID and BERTopic, chose BERTopic to identify topics in teacher reflections, and then synthesized those topics into meta themes.
I evaluated each tool’s limits before selecting BERTopic to classify multilingual teacher reflections for a bilingual teacher education study. Computational analysis supported close qualitative reading.
I ran a PRISMA systematic review across five databases and documented the search, screening, and exclusion workflow.
Databases: ERIC, Scopus, Web of Science, Education Research Complete, and Academic Search Premier. I screened 655 records down to 83 included studies.
How do children move meaning across drawing, speech, and languages?
When do generative tools support or sideline children’s home languages?
How do teachers recognize and support children’s authorship with AI?
Across three languages and classrooms from Pre-K to adult, I work to make learning a place where every language a child speaks belongs.
Teaching Spanish in high school, leading Mandarin for children from Pre-K to grade 5, and more than 2,000 hours of one-on-one instruction in three languages shape the questions I bring to research.
Bellefonte Area High School, Pennsylvania · 2023 to 2024
Taught five sections of Spanish I and III Honors to more than 120 students and received an Exemplary overall rating on my final evaluation.
PK to 5 World Language Camp, Pennsylvania · 2024
Designed differentiated Mandarin curricula for more than 100 children across six rotating groups, using calligraphy and hands-on tasks to help young learners feel ready to speak.
Preply · 2024 to present
Taught more than 60 emergent bilinguals in English, Spanish, and Mandarin, with a 4.9 out of 5 rating across more than 2,000 hours.
Samara Community School, New York · 2024
Evaluated a Spanish and English dual-language program through classroom observation and teacher interviews.
Pennsylvania K to 12 Spanish Instructional I Certification · ACTFL Advanced Low, Spanish
Beginning high school in the United States.
Continuing at King’s High School.
Studying languages. Preparing to teach.
My undergraduate studies connected language learning with teacher preparation, followed by Spanish student teaching and Mandarin instruction in Pennsylvania.
A semester of language and area studies.
Exchange program at Universidad Complutense de Madrid during my undergraduate studies.
Bringing practice into inquiry.
Graduate study brought together bilingual education, research assistant work, learning experience design, and my teacher-inquiry study of children’s narrative agency.
