In a reflective interview, graduating SLA doctoral candidate Eric Ho shares his research journey in the program and offers insights around intellectual curiosity, adaptability, and purpose-driven scholarship. His dissertation, titled “ Space and Temporality in Identity Work: A Chronotopic Analysis of Place and Personhood in Rural China and Uganda,” explores how students construct identity through narrative storytelling shaped by their social and material contexts.
SLA is interdisciplinary and Eric’s research sits at the intersection of sociolinguistics, educational linguistics, and ethnography. He draws from fields as diverse as geography, anthropology, and education policy to examine a nuanced approach to context. To him, context is not just a backdrop to social interaction but “something actively produced through space, time, and narrative”. His dissertation builds on work of his dissertation advisor Maggie Hawkins’ “Global StoryBridges” project, but he focuses less on the digital storytelling itself and more on the underlying environments and identities of the children involved.
Speaking candidly, Eric described developing research questions as one of the most difficult parts of his doctoral journey. “You’re trying to contribute to existing knowledge, and that means not just finding a gap, but finding one that’s significant to the field,” he said. To overcome this challenge, Eric emphasized extensive reading and engaging in conversations with scholars, highlighting the importance of understanding both the micro and macro implications of research.
Speaking on courses, mentors, or experiences that had a strong impact on him, Eric credited his advisor, Maggie Hawkins, for pushing him to consider not just theory and content, but also the politics of knowledge—how power, identity, and hybridity inform linguistic practices. He similarly noted encouragement by various professors to always return to foundational texts, like those of Vygotsky, rather than relying solely on secondhand interpretations of those texts.
Eric asserted that his fieldwork was another transformative experience. His initial assumptions were challenged by the realities of working with participants in rural China and Uganda, leading him to become more flexible and responsive to the actual needs and contexts of those he studied. “Fieldwork teaches you that it’s okay to deviate from rigid plans in order to explore what really matters to participants,” he explained.
When asked about advice for incoming and current doctoral students, Eric offered two major takeaways. Academically, be open to exploring broadly across disciplines, and professionally, plan early for multiple career paths. “Don’t wait until the last year to realize you want to go into industry,” he warned. “Start thinking now about how your work translates to different spaces.” Eric concluded by stressing the importance of self-care. “Take as many courses as you can, but also know your limits. Burnout is real. Use the early years wisely when demands are lighter, but always protect your wellbeing.”