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Faculty

Reem Khamis

Professor and Academic Program Director, Communication Sciences and DisordersDirector, Culture, Language, and Society in Speech-Language Pathology Lab (CLaS in SLP)

Ph.D. Speech and Language Pathology, Teachers College, Columbia University, Dissertation: The Development of Diglossic Morphosyntax in Palestinian-Arabic speaking Children. (2002-2007) M.S. Communication Disorders (2000). Department of Communication Disorders, Tel-Aviv University. Thesis: Acquisition of SVO and VSO sentences in Palestinian Arabic. (1995-2000) B.A. Communication Disorders (1995). Department of Communication Disorders, Tel Aviv University. (1992-1995); B.A., M.A., Speech-Language Pathology, City College of New York; Ph.D., Speech-Language Pathology, New York University

Description

Reem Khamis is Professor of Speech-Language Pathology and director of the Culture, Language, and Society in Speech Language Pathology Lab (CLaS in SLP) at Long Island University. Dr. Khamis is a member of the Speech, Language, Hearing Scientists Equity Action Collective. She is a member of Speech, Language, Hearing Scientists Equity Action Collective and recipient of the 2020 Excellence in Diversity Award from the Council of Academic Programs in Communication Sciences and Disorders. She is also a managing editor and founder of Journal of Critical Study of Communication and Disability, an interdisciplinary, peer-reviewed, open access journal published by Adelphi University Libraries designed to provide a forum for research, theory, practice, policy, curriculum, and community-based engagement from a critical lens related to communicators who are marginalized and/or pathologized. She also serves as editor of the language sectionfor the Journal of Speech, Language, and Hearing Research

Specialties

Her area of expertise focuses on language development, processing, and clinical services that centers on language variation in diverse populations, including Arabic-English bilinguals and diglossic/bidialectal speakers of spoken dialect and “standard” dialect, from a strength position. She reframed the interprofessional curriculum and professional standards in education programs in speech therapy through an anti-racist lens, adding pedagogical resources to support development and implementation of antiracist, interprofessional curriculum and professional standards in education programs in speech therapy. Can we include a little blurb about each person- courses taught, areas of research, etc.

Publications

Khamis-Dakwar, R., & Bortz, M. (in print). Translanguaging: A theoretical shift necessary for culturally and linguistically responsive practice in speech language and hearing sciences. . In Goral, M., & Lerman,A., R. (Eds.) Advances in the neurolinguistic study of multilingual and monolingual adults: In honor of Professor Loraine K. Obler. Taylor & Francis.

Nair, V. K., Khamis, R., Ali, S., Aveledo, F., Biedermann, B., Blake, O., ... & Zisk, A. H. (2023). Accent modification as a raciolinguistic ideology: A commentary in response to Burda et al.(2022). Journal of Critical Study of Communication & Disability, 1(1), 105-112. 

Khamis, R., Hyter, Y., Yu, B., Abrahams, K., Cioè-Peña, M., Erevelles, N., ... & Pillay, M. (2023). Editorial introduction to the inaugural issue. Journal of Critical Study of Communication & Disability, 1(1), 16. https://criticalstudycommunicationdisability.org/index.php/jcscd/article/view/22/9

Horton, R., Munoz, M., Khamis, R., Munson, B., Yu, B., Johnson, V. E., & Hyter, Y. (2023). “Outsider Within": Lessons learned about SLHS and race scholarship. Journal of Critical Study of Communication & Disability, 1(1), 69-87. https://criticalstudycommunicationdisability.org/index.php/jcscd/article/view/14/6

Khamis-Dakwar, R., Al Khoshman, A., Salam, I.m Priefer, R., & Hasan, S. (2023). American Parent Participants in LENA Start: Lessons for Parent Education
Programs in Minoritized Communities. American Journal of Speech Language Pathology. 14, 1-17. doi: 10.1044/2023_AJSLP-22-00112.

Khamis-Dakwar & Marzouqa, R. (2023). Issues related to serving the Arabic-speaking population in diaspora space with a focus on North America. Arab Journal of Applied Linguistics, 7 (1), 129-198. https://arjals.com/ajal/article/view/354

Khamis-Dakwar, R., Salam. I., Nagler, A., & Froud, K. (2023). Arabic and English plural formation in typically developing heritage speakers of Arabic: A longitudinal Study. Perspectives on Arabic Linguistics XXXIIII. Papers from the annual symposium on Arabic Linguistics, The University of Arizona, Tuscon, Arizona. (pp.231-254). Amsterdam: John Benjamins.

Garcia, F. M., Shen, G., Avery, T., Green, H. L., Godoy, P., Khamis, R., & Froud, K. (2022). Bidialectal and monodialectal differences in morphosyntactic processing of AAE and MAE: Evidence from ERPs and acceptability judgments. Journal of Communication Disorders, 106267.

Yu, B., Nair, V.K.K., Brea, M.R., Soto-Boykin, X., Privette, C., Sun, L., Khamis, R., Chiou, H., S., Fabiano-Smith, L., Epstein, L., & Hyter, Y.D. (2022). Gaps in framing and naming: Commentary to “A viewpoint on accent services.” American Journal of Speech, Language Pathology, 31 (3).https://doi.org/10.1044/2022_AJSLP-22-00060

Makhoul, B. & Khamis-Dakwar, R. (2022).The relationship between children’s explicit knowledge and awareness of diglossia and success in learning Arabic: A preliminary investigation. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2021.2025243

Khamis-Dakwar, R., Froud, K., Tubbs Dolan, C., & Westrope, C. (2022). Assessing diglossic knowledge and awareness in language and literacy: Pilot results from the Whole of Syria Project. To appear in Saeigh-Haddad, E. & Mcbride,C. (Eds.). Springer Handbook of Literacy in Diglossia and Dialectal Contexts. New York, NY: Springer

Yu, B., Horton, R., Munson, B., Newkirk-Turner, B.,Johnson, V.E., Khamis-Dakwar, R., Muñoz, M.L.,& Hyter, Y. (2021). Making race visible in the speech, language & hearing sciences: A critical discourse analysis. American Journal of Speech-Language Pathology, 3, 1-23. https://doi.org/10.1044/2021_AJSLP-20-00384

Khamis-Dakwar, R. (2021). A comprehensive anti-racist framework for SLHS education: A sample curriculum related to Arab American Population. Teaching and Learning in Communication Sciences & Disorders, 5 (3), article 12. https://ir.library.illinoisstate.edu/tlcsd/vol5/iss3/12

Khamis-Dakwar, R. and Randazzo, M. (2021). Deconstructing the three pillars of evidence based practice to facilitate social justice work in Speech Language and Hearing Sciences. In Horton, R. (Ed.).Critical Perspectives on Social Justice in Speech-Language Pathology.(pp.130-150). IGI Global: Hershey, PA

Randazzo, M., Priefer, R., & Khamis-Dakwar, R. (2021). Project-based learning (PBL) and traditional (TDL) online teaching of research methods during Covid-19: An investigation of research self-efficacy and student satisfaction. Frontiers in Education, special research topic Teaching and Learning Research Methods: Fostering Research Competence Among Students on 28 May 2021. DOI https://doi.org/10.3389/feduc.2021.662850

Froud, K., & Khamis-Dakwar, R. (2021).The study of Arabic language acquisition: A critical review. In: Ryding, K. & Wilmsen, D. (Eds.), The Cambridge Handbook of Arabic Linguistics. (pp.106-127).Cambridge, UK: Cambridge University Press.

Honors/Awards