John Evar Strid

John Evar Strid is an Assistant Professor in the Department of Curriculum and Instruction within the College of Education at Northern Illinois University. He holds a Ph.D. in Linguistics from Northwestern University and teaches courses in applied linguistics, language development, and bilingual education.

His educational background includes:

• Ph.D. in Linguistics, Northwestern University
• M.A. in Latin American Literature and Culture, Linguistics, Northeastern Illinois University
• M.A. in Linguistics, Northeastern Illinois University
• B.A. in French and History, Kalamazoo College

Dr. Strid's research focuses on bilingualism, language acquisition, psycholinguistics, literacy, and teaching English as a second language. His work explores the cognitive and sociocultural dimensions of language learning, particularly among English learners and in multilingual classrooms. He investigates linguistic complexity in writing, the myth of the critical period, and teacher advocacy for biliteracy.

The recent publications and presentations of Dr. Strid reflect a strong interdisciplinary engagement across applied linguistics, education, and cultural studies. His work emphasizes equity, advocacy, and evidence-based practices in multilingual education, with recurring themes in teacher attitudes, language policy, and literacy development among diverse student populations.

Dr. Strid has presented his research at major national and international conferences such as the National Association for Multicultural Education (NAMLE), Braz-TESOL, and Illinois TESOL. While no formal awards are listed, his consistent scholarly output indicates active contribution to the field.

He advises on pedagogical practices for English learners and advocates for broader societal acceptance of multilingualism. His teaching includes LTIC 445/545 (Applied Linguistics for Teachers) and LTLA 305X (Language Development), contributing directly to teacher preparation and curriculum development.

Dr. Strid is actively involved in professional communities and contributes to literacy and bilingual education discourse through publications and conference engagements. His work supports inclusive, research-informed approaches to language education.