Education

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)

Research interests

Issues related to teaching multilingual learners (MLs) at the K-12 level, including the role of language in learning the content areas, teacher education for MLs, and a functional approach to language development.

Career highlights

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: Multilingual learners (MLs), content area literacies, second language writing, discourse analysis methodologies, systemic-functional linguistics, qualitative research, teacher education, functional approach to language development.
Teaching: over 30 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 Expert Advisory Council and ML 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.
- Engagement work on K-12 schools with a special focus on a functional approach to language development for MLs and a language-based approach to content instruction (LACI).

Recent publications

Books

de Oliveira, L. C. (2023). Supporting multilingual learners’ academic language development: A language-based approach to content instruction. Routledge.

de Oliveira, L. C., & Jones, L. (2023). Teaching young multilingual learners: Key issues and new insights. Elements in Language Teaching. Cambridge University Press.

de Oliveira, L. C., & Westerlund, R. (Eds.) (2022). Scaffolding for multilingual learners in elementary and secondary schools. Routledge.

Barros, S. R., & de Oliveira, L. C. (Eds). (2022). Paulo Freire and multilingual education: Theoretical approaches, methodologies and empirical analyses in language and literacy. Routledge.

de Oliveira, L.C., Menda, A.M., & Vicentini, C.R. (Eds). (2021). Multiliteracies in English as an additional language classrooms: Methods, approaches, and lessons. Information Age Publishing.

Refereed Journal Articles and Book Chapters (2021 only)

Willging, T., & de Oliveira, L. C. (2023). Translanguaging pedagogy for multilingual learners in elementary mathematics. Mathematics Teacher: Learning and Teaching PK-12, 116(8), 586-591.

dos Santos, A. E., Olesova, L., Vicentini, C., & de Oliveira, L. C. (2023). ChatGPT in ELT: L2 writing affordances and activities. TESOL Connections.

de Oliveira, L. C. (2023). A functional approach to language development in second language writing in K-12: Genre-based pedagogy through the teaching and learning cycle with multilingual learners. NYS TESOL Journal, 10(1), 30-45. (10-year anniversary issue).

Vicentini, C., de Oliveira, L. C., & Gui, J. (2022). Integrating technology into genre-based writing instruction for multilingual learners. GATESOL Journal, 32(2), 27–42.

Jones, L., & de Oliveira, L. C. (2022). Collaborative writing with young multilingual learners. Journal of English Learner Education, 14(1), 1-43.

de Oliveira, L. C. (2022). Principles and practices for the preparation of antiracist ESOL teachers. CATESOL Journal, 33(1), 1-9.

de Oliveira, L. C., Braxton, D., & Gui, J. (2021). Planning for instruction using a language-based approach to content instruction for multilingual learners. Journal of English Learner Education, 13(1), 12-29.

de Oliveira, L. C., Smith, S. L., Axelrod, D., Diaz, E., & Vicentini, C. (2021). Supporting academic language development for multilingual learners across content areas through the identification of textual features. Journal of Narrative and Language Studies, 9(17), 227-242.

de Oliveira, L. C., Braxton, D., & Gui, J. (2021). Planning for instruction using a language-based approach to content instruction for multilingual learners. Journal of English Learner Education, 13(1), 12-29.

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., Braxton, D., Gui, J., & Willging, T. (2023). A critical dialogue among participants in a professional learning community. In C.-C. Lin & C. Bauler (Eds.), Reimagining dialogue on identity, language and power. Multilingual Matters.

Höfling, C., Lucas, P. O., & de Oliveira, L. C. (2023). Distance learning considerations for initial and continuing teacher education in Brazil. In J. S. Stephen, G. Kormpas, & C. Coombe (Eds.), Global perspectives on higher education: From crisis to opportunity (pp. 335-347). Springer.

Lucas, P. D. O., Höfling, C., & de Oliveira, L. C. (2023). Materials development for plurilingual contexts: Challenging monolingual practices in Brazil. In K. Raza, C. Coombe, & D. Reynolds (Eds.), Handbook of multilingual TESOL in practice (pp. 311-322). Springer.

de Oliveira, L. C., & Beatty, J. (2023). Antiracist linguistic practices in history curriculum. In P. Friedrich (Ed.), The anti-racism linguist: A book of readings (pp. 135-145). Multilingual Matters.

Bio

Dr. Luciana C. de Oliveira has over 30 years of teaching experience in the field of TESOL. She was elected to serve in the presidential line (2017-2020) of TESOL International Association and was an elected board member (2013-2016). 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 30 books and has several others in press or 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.

Curriculum Vitae

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