Leisy T Wyman
- Professor, Teaching/Learning and Sociocultural Studies
- Associate Professor, American Indian Studies-GIDP
- Associate Professor, Second Language Acquisition / Teaching - GIDP
- Member of the Graduate Faculty
Contact
- (520) 626-8787
- Education, Rm. 527
- Tucson, AZ 85721
- lwyman@arizona.edu
Degrees
- Ph.D. Language, Literacy and Policy
- Stanford University, Palo Alto, California
- B.A. History
- Duke University, Durham, North Carolina
Awards
- Graduate Student Mentoring Award
- College of Education, Spring 2008
Interests
No activities entered.
Courses
2023-24 Courses
-
Dissertation Proposl Dsn
TLS 602 (Spring 2024)
2022-23 Courses
-
Dissertation
TLS 920 (Spring 2023) -
Dissertation
TLS 920 (Fall 2022)
2021-22 Courses
-
Dissertation
TLS 920 (Spring 2022) -
Dissertation Proposl Dsn
TLS 602 (Spring 2022) -
Independent Study
ANTH 399 (Spring 2022) -
Youth in Diverse Communities
TLS 306 (Spring 2022) -
Dissertation
TLS 920 (Fall 2021) -
Qualitative Meth Educ
TLS 605 (Fall 2021) -
Youth in Diverse Communities
TLS 306 (Fall 2021)
2020-21 Courses
-
Dissertation
TLS 920 (Spring 2021) -
Youth in Diverse Communities
TLS 306 (Spring 2021) -
Dissertation
TLS 920 (Fall 2020) -
Qualitative Meth Educ
TLS 605 (Fall 2020) -
Youth in Diverse Communities
TLS 306 (Fall 2020)
2019-20 Courses
-
Dissertation
TLS 920 (Spring 2020) -
Lang, Reading + Culture
TLS 696A (Spring 2020) -
Youth in Diverse Communities
TLS 306 (Spring 2020) -
Dissertation
TLS 920 (Fall 2019)
2018-19 Courses
-
Dissertation
TLS 920 (Spring 2019) -
Dissertation
TLS 920 (Fall 2018) -
Research+Evaluation LRC
TLS 796A (Fall 2018) -
Youth in Diverse Communities
TLS 306 (Fall 2018)
2017-18 Courses
-
Dissertation
LRC 920 (Spring 2018) -
Dissertation
SLAT 920 (Spring 2018) -
Lang + Culture In Educ
LRC 504 (Spring 2018) -
Research
LRC 900 (Spring 2018) -
Youth in Diverse Communities
TLS 306 (Spring 2018) -
Dissertation
LRC 920 (Fall 2017) -
Dissertation
SLAT 920 (Fall 2017) -
Research+Evaluation LRC
LRC 796A (Fall 2017) -
Youth in Diverse Communities
TLS 306 (Fall 2017)
2016-17 Courses
-
Dissertation
LRC 920 (Spring 2017) -
Dissertation
SLAT 920 (Spring 2017) -
Youth in Diverse Communities
TLS 306 (Spring 2017) -
Dissertation
LRC 920 (Fall 2016) -
Dissertation
SLAT 920 (Fall 2016) -
Independent Study
LRC 699 (Fall 2016) -
Independent Study
SLAT 699 (Fall 2016) -
Research+Evaluation LRC
LRC 796A (Fall 2016) -
Youth in Diverse Communities
TLS 306 (Fall 2016)
2015-16 Courses
-
Dissertation
LRC 920 (Spring 2016) -
Dissertation
SLAT 920 (Spring 2016) -
Independent Study
SLAT 699 (Spring 2016) -
Qualitative Meth Educ
HED 605 (Spring 2016) -
Qualitative Meth Educ
LRC 605 (Spring 2016)
Scholarly Contributions
Books
- Wyman, L. T., McCarty, T. L., & Nicholas, S. E. (2013). Indigenous youth and multilingualism: language identity, ideology, and practice in dynamic cultural worlds. Routledge.More infoBridging the fields of youth studies and language planning and policy, this book takes a close, nuanced look at Indigenous youth bi/multilingualism across diverse cultural and linguistic settings, drawing out comparisons, contrasts, and important implications for language planning and policy and for projects designed to curtail language loss. Indigenous and non-Indigenous scholars with longstanding ties to language planning efforts in diverse Indigenous communities examine language policy and planning as de facto and de jure – as covert and overt, bottom-up and top-down. This approach illuminates crosscutting themes of language identity and ideology, cultural conflict, and linguistic human rights as youth negotiate these issues within rapidly changing sociolinguistic contexts. A distinctive feature of the book is its chapters and commentaries by Indigenous scholars writing about their own communities.This landmark volume stands alone in offering a look at diverse Indigenous youth in multiple endangered language communities, new theoretical, empirical, and methodological insights, and lessons for intergenerational language planning in dynamic sociocultural contexts.
Chapters
- Wyman, L. T., Galla, C. K., & Jimenez-Quispe, L. (2016). Indigenous youth language resources, educational sovereignty and praxis: Connecting a new body of language planning research to the legacy of Richard Ruiz. In Honoring Richard Ruiz and his work on language planning and bilingual education(pp 396-430). Bristol, UK: Multilingual Matters.
- Gilmore, P., & Wyman, L. (2013). An Ethnographic Long Look: Language and Literacy Over Time and Space in Alaska Native Communities. In International Handbook of Research on Children's Literacy, Learning, and Culture(pp 121-138).More infoAbstract: In this chapter, the authors draws on overlapping, complementary, and continuous long-term ethnographic language and literacy research each of them separately conducted in Alaska Native communities. They discuss this work collectively to deepen and reinforce the ethnographic gaze of their individual research projects, joining others who seek to find new means of 'putting anthropology to work,' through 'situated comparisons' across individual projects and emerging forms of collaborative Indigenous research. They present these studies to both illustrate the kinds of insights that ethnographies of literacy can produce in specific Alaska Native Indigenous communities, and to demonstrate the significant contributions that long, sustained ethnographic collaboration with specific communities over time and across economic, political, linguistic, technological, and social change can provide. © 2013 John Wiley & Sons, Ltd..
- Wyman, L. T., McCarty, T. L., & Nicholas, S. E. (2013). Activist ethnography with Indigenous youth – lessons from humanizing research on language and education. In Humanizing research: Decolonizing qualitative inquiry with youth and their communities(pp 81-104). Malden, MA: Wiley-Blackwell.
- González, N., Wyman, L., & O'Connor, B. H. (2011). The Past, Present, and Future of "Funds of Knowledge". In A Companion to the Anthropology of Education(pp 479-494).
Journals/Publications
- Wyman, L. T. (2015). 50(0) Years out and counting: Native American language education and the 4 Rs. International Multilingual Research Journal, 9(4), 227-252. doi:10.1080/19313152.2015.1091267
- Warriner, D. S., & Wyman, L. T. (2013). Experiences of Simultaneity in Complex Linguistic Ecologies: Implications for Theory, Method, and Practice. International Multilingual Research Journal, 7(1), 1-14.More infoAbstract: Sociolinguists have made considerable headway in identifying and describing the relationship between mobility, linguistic resources, and forms of inequality. Despite such advances, however, we argue that it is as important as ever to continue to rethink what kinds of phenomena are analyzed, the distinctions and categories that might be imposed on the data collected, and the theoretical and methodological approaches used to pursue that inquiry. This special issue investigates how movement across borders (and over time) influences ideologies of language, experiences of language learning, and the linguistic repertoires that emerge in specific local contexts. © 2013 Copyright Taylor & Francis Group, LLC.
- Wyman, L. T. (2013). Indigenous Youth Migration and Language Contact. International Multilingual Research Journal, 7(1), 66-82.More infoAbstract: Few studies ethnographically detail how Indigenous young people's mobility intersects with sociolinguistic transformation in an interconnected world. Drawing on a decade-long study of youth and language contact, I analyze Yup'ik young people's migration in relation to emerging language ideologies and patterns of language use in "Piniq," (pseudonym), a Yup'ik village in Alaska, as villagers experienced a rapid language shift to English. Spatiotemporally situating young migrants' experiences joining different peer groups at different times, I highlight how young people's linguistic repertoires and everyday negotiations of peer belonging in Piniq were intimately related to the accumulating (trans)local impacts of migration and schooling in the small but highly complex village context. I also show how taking youth migration and intragenerational, longitudinal timescales into account in rapidly transforming sociolinguistic settings can help bring into focus the layered simultaneity (Blommaert, 2005) of Indigenous youth language practice and the distributed nature of contemporary Indigenous linguistic ecologies. Implications for language planning are briefly discussed. © 2013 Copyright Taylor & Francis Group, LLC.
- McCarty, T. L., Nicholas, S. E., & Wyman, L. T. (2012). Re-emplacing Place in the "Global Here and Now"-Critical Ethnographic Case Studies of Native American Language Planning and Policy. International Multilingual Research Journal, 6(1), 50-63.More infoAbstract: In Native American communities, the "global here and now" (Appadurai, 2001) is linked to twin movements for standardization and English supremacy, resulting in the decline of Indigenous languages and persistent educational disparities. This article takes up Appadurai's call to democratize research on globalization, juxtaposing theories that emphasize mobility, the distribution of sociolinguistic resources, and transnational connectivities with an Indigenous epistemological stance stressing continuity and place. Drawing on ethnographic data from Hopi, Navajo, and Yup'ik cases, the article then inspects the processes by which these language practices are being re-emplaced in new concrete and mobile spaces by Indigenous practitioner-intellectuals. The article concludes by problematizing the tensions between globalizing/standardizing discourses and Indigenous senses of place, returning to Appadurai's call for collaborative research on globalization that contributes to new, liberatory language pedagogies. © 2012 Taylor and Francis Group, LLC.
- Wyman, L., Marlow, P., Andrew, C. F., Miller, G., Nicholai, C. R., & Rearden, Y. N. (2010). High stakes testing, bilingual education and language endangerment: A Yup'ik example. International Journal of Bilingual Education and Bilingualism, 13(6), 701-721.More infoAbstract: A growing body of research documents how educational policies and accountability systems can open or close 'ideological and implementational spaces' for bilingual education, shaping the language planning efforts of Indigenous communities. Using collaborative research, Indigenous and non-Indigenous researchers investigated the intersection of policy, schooling, and language maintenance/shift within a school district serving 22 Yup'ik villages in Alaska. This article demonstrates how, as multiple communities are witnessing emerging signs of a language shift to English, high stakes testing practices accompanying No Child Left Behind (NCLB) legislation are simultaneously weakening support for bilingual programs in village schools. Yet the article also illuminates the ways in which Yup'ik educators are acting as local language planners, negotiating language maintenance/shift/revitalization, and testing regimes in contested school spaces. Authors discuss the urgent need for, and the promise within, spaces for locally directed language investigation and language planning in national contexts of educational standardization and high stakes assessments. © 2010 Taylor & Francis.
Proceedings Publications
- Patrick, M., Wyman, L. T., Andrew, F., Crow, R., Miller, G., Nicholai, R., & Rearden, N. (2014, Spring). Local policy makers: Fostering understanding through language planning. In LED 2011 3rd International Conference on Language, Education and Diversity..
Presentations
- Wyman, L. T. (2015, Fall). Using ethnographic inquiry into youth communities of practice to foster improvisational learning and critical academic literacies with undergraduate learners. Annual Meeting of the Literacy Research Association. California: Literacy Research Association (LRA).
- Wyman, L. T. (2015, Spring). Family and youth language development, and countercurrents of multilingualism within language shift/endangerment: Yup’ik examples. Annual Meeting of the American Association of Applied Linguistics. Toronto, CA: American Association of Applied Linguistics (AAAL).
- McCarty, T. L., Wyman, L. T., & Nicholas, S. E. (2014, Spring). 50(0) Years Out and Counting: Decolonizing Language Education in 21st Century Native America. Session Title: Heritage Language Education as a Civil Right: Policy and Practice in Indigenous, Latina/o, African American, and Asian American Communities. Conference Title: American Educational Research Association Annual Meeting.. Philadelphia, PA: Social Justice Committee of the American Educational Research Association.
- Wyman, L. T. (2014, Spring). Indigenous youth linguistic survivance in historical and contemporary life: Yup’ik examples. Second International Conference on Heritage and Community Languages. University of California-Los Angeles.
- Wyman, L. T. (2014, Spring). Introducing qualitative research and developing research sensitivities. Invited Lecture, Diversity, Equity and Methodology Series. University of Michigan, School of Education.
- Wyman, L. T. (2014, Spring). Plenary Speaker. Looking carefully at Indigenous youth multilingualism in a global world. Second Language Acquisition and Teaching (SLAT) Colloquium. University of Arizona..
- Wyman, L. T. (2014, Spring). Youth, multilingualism and language policy: Working through complexity for educational equity. Invited Lecture, Diversity, Equity and Methodology Series. University of Michigan.