Luciana C De Oliveira
Datos Biográficos
| ID | 3694052 |
|---|---|
| NOMBRE | Luciana C De Oliveira |
| NOMBRES | Luciana C |
| APELLIDO | De Oliveira |
| FIRMA | DE OLIVEIRA L C |
| AFILIACIONES | Virginia Commonwealth University |
| ORCID | 0000-0001-6125-2154 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 14 |
| TOTAL DE CITAS | 8 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 1 |
| PRIMER AÑO DE PUBLICACIÓN | 2007 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 1 |
Using AI-text generated mentor texts for genre-based pedagogy in second language writing
Expanding teacher understanding of scaffolding for multilingual learners using a language-based approach to content instruction
Scaffolding ensures multilingual learners (ML) are adequately challenged and supported at school while learning English and subject area content. Due to the dynamic nature of language development, teachers may struggle to anticipate how to adequately scaffold lessons or reflect on their practice to identify areas for improvement. This paper examines how nine middle and secondary teachers across different content areas expanded their understanding…
Internacionalização da Educação Básica
Framed by the publication of the National Parameters for Internationalization in Basic Education in Brazil, this article aims to analyze the dynamics involved in the development of this process within the Brazilian educational system, with particular attention to language teaching and bi/multilingual education. We systematize the analysis using the Policy Cycle Approach (PCA) framework, as proposed by Bowe, Ball, and Gold (1992) and Ball (1994), …
Linguagem disciplinar em contextos bi/multilíngues via Ensino de Conteúdo por Meio da Língua
Fenômeno crescente ao redor do mundo, a educação bi/multilíngue é compreendida como aquela em que diferentes idiomas se articulam no processo de ensino e aprendizagem de conteúdos disciplinares. No Brasil, a integração entre línguas e conteúdos coloca-se como um desafio na formação de professores, de modo que a abordagem "Language-based approach to content instruction (LACI)” coloca-se como uma possibilidade para subsidiar o trabalho docente. Con…
Interactional scaffolding in a first-grade classroom through the teaching–learning cycle
Many educators are tasked with the dual responsibility of facilitating emergent to advanced bilingual students’ (EABs) content learning, while also simultaneously supporting students’ ongoing literacy and language development. One pedagogical tool that has garnered growing attention in recent decades is the teaching–learning cycle (TLC). This article presents a study that took place in a first-grade classroom that contained a number of EABs. Work…
The intersections of culturally sustaining pedagogies and systemic functional linguistics
The articles in this issue of Language and Education highlight three important areas of research that have evolved in the education of multilingual learners: (1) culturally sustaining pedagogies (CSP), (2) systemic functional linguistics (SFL) approaches to support learning in elementary and secondary classrooms, and (3) the intersections of CSP and SFL to the development of culturally sustaining systemic functional linguistics pedagogies. This d…
A Language-Based Approach to Content Instruction (Laci) for Multilingual Learners
Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six scaffolding elements that teachers can use to support their MLs during classroom instruction. Using an…
Teaching History and Social Studies to English Language Learners
Translated science textbooks in dual language programs
A comparative lexicogrammatical and logicosemantic systemic functional analysis of two third-grade science curricular units on the topic of “matter” written in Spanish is presented. One of these curricular units, translated from an English textbook, or “mirror text,” is used in dual language programs (Spanish-English) in the United States; the other is used in regular elementary science for monolingual Spanish students in some Latin American coun…
A Framework to Reenvision Instructional Scaffolding for Linguistically Diverse Learners
This commentary presents a coherent framework that reenvisions instructional scaffolding for linguistically and culturally diverse learners, based on our research, teaching, and collaborations with teachers. We have worked to understand how, why, and when supports work, for whom, and in what ways, as well as tensions and challenges that teachers encounter as they consider supports for an increasingly diverse student population. The framework is o…
A Language-Based Approach to Content Instruction (Laci) for English Language Learners
The number of English language learners (ELLs) in the United States has increased dramatically. Given this increase it is vital for teacher education programs at the pre-service level and professional learning programs at eh in-service level to address the needs of ELLs. This article presents a teacher preparation model—a language-based approach to content instruction (LACI)—developed over the past 10 years of research in content area classrooms …
A model of teacher knowledge for nonnative english-speaking teachers
Despite an increasing interest in the preparation of Nonnative English-speaking (NNES) teachers in English Language Teaching (ELT), a knowledge base for NNES teachers has yet to be articulated. This article takes the position that the ELT field should take into account and address the preparation of NNES teachers systematically. This article conceptualizes a model of teacher knowledge for NNES teachers. NNES teachers are a special case because is…
A Systemic-Functional Analysis of English Language Learners' Writing
This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP) Examination written by English language learners (ELLs). The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expos…
Graduates' Reports of Advocating for English Language Learners
Beginning teachers, who graduated from a credential program focused on preparing advocates for equity and with attention to teaching English language learners (ELLs), had reported in surveys being well prepared to teach ELLs and promote equity. Focus groups illuminated teachers' reports of ways they advocated for ELLs. Reported classroom acts included creating and maintaining safe environments for English language use and development, differentia…
Graduates' Reports of Advocating for English Language Learners
Beginning teachers, who graduated from a credential program focused on preparing advocates for equity and with attention to teaching English language learners (ELLs), had reported in surveys being well prepared to teach ELLs and promote equity. Focus groups illuminated teachers' reports of ways they advocated for ELLs. Reported classroom acts included creating and maintaining safe environments for English language use and development, differentia…
A Language-Based Approach to Content Instruction (Laci) for Multilingual Learners
Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six scaffolding elements that teachers can use to support their MLs during classroom instruction. Using an…
Translated science textbooks in dual language programs
A comparative lexicogrammatical and logicosemantic systemic functional analysis of two third-grade science curricular units on the topic of “matter” written in Spanish is presented. One of these curricular units, translated from an English textbook, or “mirror text,” is used in dual language programs (Spanish-English) in the United States; the other is used in regular elementary science for monolingual Spanish students in some Latin American coun…
Graduates' Reports of Advocating for English Language Learners
Beginning teachers, who graduated from a credential program focused on preparing advocates for equity and with attention to teaching English language learners (ELLs), had reported in surveys being well prepared to teach ELLs and promote equity. Focus groups illuminated teachers' reports of ways they advocated for ELLs. Reported classroom acts included creating and maintaining safe environments for English language use and development, differentia…
A model of teacher knowledge for nonnative english-speaking teachers
Despite an increasing interest in the preparation of Nonnative English-speaking (NNES) teachers in English Language Teaching (ELT), a knowledge base for NNES teachers has yet to be articulated. This article takes the position that the ELT field should take into account and address the preparation of NNES teachers systematically. This article conceptualizes a model of teacher knowledge for NNES teachers. NNES teachers are a special case because is…
A Systemic-Functional Analysis of English Language Learners' Writing
This article presents a systemic-functional linguistic analysis of two writing samples of the University of California Analytical Writing Placement (AWP) Examination written by English language learners (ELLs). The analysis shows the linguistic features utilized in the two writing samples, one that received a passing score and one that received a failing score. The article describes some of the grammatical resources which are functional for expos…
A Language-Based Approach to Content Instruction (Laci) for English Language Learners
The number of English language learners (ELLs) in the United States has increased dramatically. Given this increase it is vital for teacher education programs at the pre-service level and professional learning programs at eh in-service level to address the needs of ELLs. This article presents a teacher preparation model—a language-based approach to content instruction (LACI)—developed over the past 10 years of research in content area classrooms …
A Framework to Reenvision Instructional Scaffolding for Linguistically Diverse Learners
This commentary presents a coherent framework that reenvisions instructional scaffolding for linguistically and culturally diverse learners, based on our research, teaching, and collaborations with teachers. We have worked to understand how, why, and when supports work, for whom, and in what ways, as well as tensions and challenges that teachers encounter as they consider supports for an increasingly diverse student population. The framework is o…
Teaching History and Social Studies to English Language Learners
Translated science textbooks in dual language programs
A comparative lexicogrammatical and logicosemantic systemic functional analysis of two third-grade science curricular units on the topic of “matter” written in Spanish is presented. One of these curricular units, translated from an English textbook, or “mirror text,” is used in dual language programs (Spanish-English) in the United States; the other is used in regular elementary science for monolingual Spanish students in some Latin American coun…
The intersections of culturally sustaining pedagogies and systemic functional linguistics
The articles in this issue of Language and Education highlight three important areas of research that have evolved in the education of multilingual learners: (1) culturally sustaining pedagogies (CSP), (2) systemic functional linguistics (SFL) approaches to support learning in elementary and secondary classrooms, and (3) the intersections of CSP and SFL to the development of culturally sustaining systemic functional linguistics pedagogies. This d…
A Language-Based Approach to Content Instruction (Laci) for Multilingual Learners
Teacher discourse is one way to scaffold instruction for students and is especially important for multilingual learners (MLs). With an ever-growing population of MLs, this topic demands attention. This study takes steps to meet this demand by presenting a language-based approach to content instruction (LACI), a guiding framework comprised of six scaffolding elements that teachers can use to support their MLs during classroom instruction. Using an…
Interactional scaffolding in a first-grade classroom through the teaching–learning cycle
Many educators are tasked with the dual responsibility of facilitating emergent to advanced bilingual students’ (EABs) content learning, while also simultaneously supporting students’ ongoing literacy and language development. One pedagogical tool that has garnered growing attention in recent decades is the teaching–learning cycle (TLC). This article presents a study that took place in a first-grade classroom that contained a number of EABs. Work…
Expanding teacher understanding of scaffolding for multilingual learners using a language-based approach to content instruction
Scaffolding ensures multilingual learners (ML) are adequately challenged and supported at school while learning English and subject area content. Due to the dynamic nature of language development, teachers may struggle to anticipate how to adequately scaffold lessons or reflect on their practice to identify areas for improvement. This paper examines how nine middle and secondary teachers across different content areas expanded their understanding…
Internacionalização da Educação Básica
Framed by the publication of the National Parameters for Internationalization in Basic Education in Brazil, this article aims to analyze the dynamics involved in the development of this process within the Brazilian educational system, with particular attention to language teaching and bi/multilingual education. We systematize the analysis using the Policy Cycle Approach (PCA) framework, as proposed by Bowe, Ball, and Gold (1992) and Ball (1994), …
Linguagem disciplinar em contextos bi/multilíngues via Ensino de Conteúdo por Meio da Língua
Fenômeno crescente ao redor do mundo, a educação bi/multilíngue é compreendida como aquela em que diferentes idiomas se articulam no processo de ensino e aprendizagem de conteúdos disciplinares. No Brasil, a integração entre línguas e conteúdos coloca-se como um desafio na formação de professores, de modo que a abordagem "Language-based approach to content instruction (LACI)” coloca-se como uma possibilidade para subsidiar o trabalho docente. Con…
Using AI-text generated mentor texts for genre-based pedagogy in second language writing
Psychology (12 obras) · Second Language Learning and Teaching (11 obras) · Computer Science (9 obras) · EFL/ESL Teaching and Learning (9 obras) · Mathematics education (9 obras) · Pedagogy (9 obras) · Multilingual Education and Policy (8 obras) · Linguistics (6 obras) · Sociology (5 obras) · English language (4 obras)