Luciana C. de Oliveira, Ph.D.
Associate Dean for Academic Affairs and Graduate Studies
Headshot of Luciana de Oliveira, Ph.D., taken August 2021. [View Image]
- Ph.D. in education, University of California, Davis
- M.A. in English, TESOL option (Teaching English to Speakers of Other Languages), California State University, East Bay
- B.A. in languages: English and Portuguese, minor in German, Universidade Estadual Paulista (São Paulo State University - UNESP)
- Teaching credentials, English and Portuguese: secondary, Universidade Estadual Paulista (São Paulo State University - UNESP)
Issues related to teaching emergent to advanced bilinguals (EABs) at the K-12 level, including the role of language in learning the content areas and teacher education, advocacy and social justice; examining scaffolding in elementary classrooms.
- Awards: Mid-Career Award (Second Language Research) and Early Career Award (Bilingual Education Research), American Educational Research Association (AERA) (2017 and 2012); David E. Eskey Award for Curriculum Innovation by California TESOL (2011); Faculty Engagement Scholarship Award (2013), Purdue University.
- Areas of specialization: Emergent to advanced bilingual students (EABs), content area literacies, second language writing, discourse analysis methodologies, systemic-functional linguistics, qualitative research, teacher education.
- Teaching: 27 years of teaching experience in K-12, higher education, and foreign language contexts with culturally and linguistically diverse groups.
- Leadership and Engagement: Work with public schools, volunteer and elected positions at different professional organizations, including the TESOL International Association, NYS TESOL, INTESOL, and CATESOL.
- President-Elect (2017-2018), President (2018-2019), Past President (2019-2020), TESOL International Association.
- Member of ELL advisory council for iCivics, the educational non-profit founded by retired Supreme Court Justice Sandra Day O’Connor and now led by Supreme Court Justice Sonia Sotomayor.
- de Oliveira, L.C., Menda, A.M., & Vicentini, C.R. (Eds). (2021). English language teaching methods, approaches, and lessons. Information Age Publishing (part of the University of Miami School of Education and Human Development Series).
- de Oliveira, L. C., & Civil, M. (Eds) (2020). Teaching mathematics to English language learners: Preparing pre-service and in-service teachers. Palgrave Macmillan.
- de Oliveira, L.C. (Ed). (2019). The Handbook of TESOL in K-12. Croydon, UK: Wiley.
Refereed Journal Articles and Book Chapters (2021 only)
- Molle, D., de Oliveira, L. C., MacDonald, R., & Bhasin, A. (2021, online) Leveraging incidental and intentional vocabulary learning to support multilingual students’ participation in disciplinary practices and discourses. TESOL Journal.
- de Oliveira, L. C., & Jones, L. (2021). Dialogic teaching through interactional scaffolding in practice with multilingual learners in the middle years. Literacy Learning: The Middle Years, 29(1), pi-vi.
- de Oliveira, L. C., & Westerlund, R. (2021). A functional approach to language development for dual language learners. Journal of English Learner Education.
- de Oliveira, L. C. (2021). The intersections of culturally sustaining pedagogies and systemic functional linguistics: Affordances for the education of multilingual learners. Language and Education, 35(2), 180-185, DOI: 10.1080/09500782.2021.1893743
- de Oliveira, L. C., Jones, L., & Smith, S. L. (2021). A language-based approach to content instruction (LACI) for multilingual learners: Six Cs of scaffolding in first grade. Journal of Language, Identity, and Education. DOI: 10.1080/15348458.2021.1885409
- de Oliveira, L. C., & Höfling, C. (2021). Bilingual education in Brazil. In K. Raza, C. Coombe & D. Reynolds (Eds.), Policy development in TESOL and Multilingualism: Past, present and the way forward (pp. 25-37). Springer.
- de Oliveira, L. C., & Smith, S. L. (2021). A genre-based approach to writing instruction in the content areas. In H. Mohebbi & C. Coombe (Eds.), Research questions in language education and applied linguistics. Springer.
- Pereira, N. & de Oliveira, L. C. (2021). Culturally and linguistically sustaining practices for multilingual learners with high potential. In C. M. Fugate, W. Berhens, C. Boswell, & J. L. Davis (Eds). Culturally responsive teaching in gifted education: Building cultural competence and serving diverse student populations (pp. 105-114). Prufrock Press.
- Bookman, B., & de Oliveira, L. C. (2021). “My transnational experiences shape who I am and what I do”: Reflections of a Latina transnational teacher-scholar. In R. Jain & B. Yazan (Eds.), Transnational practitioners and participants in TESOL: Critical identities and practices (pp. 112-126). Multilingual Matters.
- Jones, L., Smith, S. L., & de Oliveira, L. C. (2021). Fostering diverse learners’ comprehension and critical thinking through epitext. In S. Witte, M. Gross, & D. Latham (Eds.), From text to epitext: Expanding students' comprehension, engagement, and media literacy (pp. 91-102). Santa Barbara, CA: Libraries Unlimited.
Dr. Luciana C. de Oliveira has over 25 years of teaching experience in the field of TESOL and was an elected board member for the TESOL International Association (2013-2016) before being elected president. Dr. de Oliveira served in the presidential line of TESOL (2017-2020) of TESOL International Association. She was the first Latina to ever serve as President (2018-2019) of TESOL.
Dr. de Oliveira has authored, co-authored, edited, or co-edited 24 books and has several others under contract and has over 200 publications in various outlets, including refereed journal articles and book chapters. Among many awards and honors, she was the recipient of the Mid-Career Award (2017) by the Second Language Research special interest group and the Early Career Award (2012) by the Bilingual Education Research special interest group of AERA.