Amanda K Kibler
Biographic Data
| ID | 176795 |
|---|---|
| NAME | Amanda K Kibler |
| GIVEN NAMES | Amanda K |
| FAMILY NAME | Kibler |
| SIGNATURE | KIBLER A K |
| AFFILIATIONS | Oregon State University |
| ORCID | 0000-0001-7535-2164 |
| VERIFIED | Yes |
| TOTAL WORKS | 41 |
| TOTAL CITATIONS | 66 |
| AUTHOR COUNT | 41 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Seeing students anew: How relationship-building asset-framed home visits deepen teachers' understanding of bilingual families
Home visiting is a promising approach to family engagement in education. However, few studies have investigated how home visits shape teachers' understanding of culture in families of bilingual students, which is crucial to culturally sustaining pedagogy. This study examined how relationship-building, asset-framed home visits shaped kindergarten and second-grade teachers' perceptions of culture in Spanish-English bilingual students and their fami…
Voice in L2 writing in the age of AI
Teachers’ conceptualizations of multilingual learners’ so-called ‘academic’ language in oral-language assessments
We used a Self-Study of Teacher Education Practices (S-STEP) methodology to consider how 16 teachers in an English as a Second Language (ESL) assessment course discussed ‘academic’ versus ‘social’ language while assessing a multilingual student’s oral language. Using a figured-worlds framework to explore teachers’ underlying beliefs about the ‘academic’/‘social’ language dichotomy, we aimed to explore: What figured worlds were present in teacher…
Humanizing Students: Teacher Reflections Before and After Home Visits
Background/Context: Teachers often hold deficit-oriented views of culturally and linguistically diverse students, limiting the formation of trusting relationships essential for culturally responsive teaching. Relationship-building, asset-framed home visits offer a promising practice to help teachers recognize students’ and families’ strengths and move toward more equitable teaching. Purpose: This study examines how participating in asset-framed h…
Using short-story narrative analysis to understand tensions in language education practitioner-research
Complicated Conversation as Curriculum in Language Teacher Education Amid Rapid Change
As language teacher educators, we consider how times of flux bring opportunities for re‐envisioning curriculum as conversation. We have found ourselves and our students to be situated at the nexus of tensions between sometimes fast‐moving societal shifts and sometimes slow‐moving changes in educational systems and institutions. One approach we have found for bridging the fast and the slow worlds is to rethink how we define curriculum. We draw fro…
Navigating competing goals for language in curricularized school settings: Lessons from teachers of multilingual students
As an international phenomenon, standardization has become increasingly prominent, and language has been curricularized through learning progressions, curricula, and high‐stakes assessments. Curricularized systems exist in tension with what we know about how individuals develop language. As scholars have asserted, language development is mediated by students’ motivation, investment, and agency, suggesting that learners’ goals and purposes for com…
Moving beyond language dichotomies in the education of multilingual students: Recontextualizing teacher resistance
Several language dichotomies – particularly the pervasive idea that “academic” language distinctly contrasts with “social” language – have dominated teachers’ thinking and discourse about language-related instructional practices in recent decades. Many researchers now question ramifications that binary thinking about language might have for students, particularly multilingual students and students speaking non-dominant English varieties. Teacher …
A National Survey of Collaborative Practices for Secondary Multilingual Learners Designated as English Learners
Collaborative teaching models serving secondary multilingual learners designated as English Learners (ELs) have become increasingly prominent but remain understudied. This study draws upon an ecological framework and uses quantitative and qualitative survey findings from a national sample of school districts in the United States to investigate the prevalence and use of collaborative practices. The study examines variations in how collaborative mo…
‘Beirut you will rise again’: A critical discourse historiographical analysis of the Beiruti Linguistic Landscape
This study examines the Linguistic Landscape (LL) of two streets in Beirut (Foch and Weygand) following a series of protests in October 2019 against the Lebanese government. We analyzed signs of protest on those two streets collected in 2020 and compared them to archival data collected back in 2015 prior to the commencement of the protests. We drew upon an expanding LL literature of contestation and resistance and theoretically framed our study i…
‘I'll be the hero’: How adolescents negotiate intersectional identities within a high school dual-language program
In this study, we examine how adolescents in a dual-language program negotiate intersectional identities through interaction, while engaged in small-group exploratory talk around the task of a collaborative-writing project. We recognize that while dual-language settings can help adolescents build relationships with ethnolinguistically different peers who might be otherwise tracked into separate classrooms, dual-language spaces, nested within a la…
Critical and Dialogic Perspectives on Why Ecologies Matter: A Commentary on “Midadolescents’ Language Learning at School: Toward More Just and Scientifically Rigorous Practices in Research and Educati…
As a scholar committed to justice and equity, I agree with Uccelli's identification of the roles that linguicism, raciolinguistic ideologies and profiling, and epistemic injustices play in contributing to deep inequities facing many multilingual learners. Uccelli and colleagues have sought to address this problem by more effectively measuring components of students’ language through the Core Analytical Language Skills (CALS) framework and instrum…
Bilingual Latina Siblings Supporting Siblings: Shared Reading as a Context for Supporting Cognitive Self-Regulation
To explore the ways in which Latinx older siblings support younger siblings during shared reading, researchers investigated the following question with three Latinx families in the U.S.: How are older siblings modeling and intentionally supporting focal children’s cognitive self-regulation in the context of shared reading? Analyses of video recorded interactions across six visits revealed that older siblings intentionally supported focal children…
Understanding newcomer English learner students’ English language development: Comparisons and predictors
An important subgroup of English learner-classified (EL) students immigrate to the U.S., entering U.S. schools upon their arrival. Using growth models and statewide data, this study describes the incoming English proficiency and subsequent English language growth of newcomer students, including the student, program, and school characteristics that are associated with differences in English language growth patterns among newcomers. The study furth…
Attending to the Interactional Histories Behind Multilingual Writers’ Texts: New Directions in Tesol Teacher Education
Despite research attention to varied and nuanced social processes through which linguistically minoritized multilingual students create texts, writing instruction and assessment in schools continue to be dominated by a focus on students’ written products. Even formative assessment– arguably one of teachers’ most powerful tools in designing responsive instruction – tends to focus on careful analysis of students’ writing rather than the processes t…
Preparing preservice teachers to teach science to english learners: A review
Despite growing numbers of English Learners (ELs) in United States science classrooms and recent science education reforms calling for language and literacy integrated science instruction, research is just beginning to address how to prepare preservice teachers (PSTs) to teach science to ELs. Using a framework highlighting key structural and task‐related components for preparing PSTs to teach science to ELs, we systematically examined interventio…
Resisting and Negotiating Literacy Tasks: Agentive Practices of Two Adolescent Refugee-Background Multilingual Students
Student agency is an important construct for all students, especially those marginalized because of their linguistic, ethnic, racial, religious, or migratory identities. Refugee-background students may experience marginalization according to many and sometimes all of these factors; agency is thus critical to understanding their negotiation of schooling in general and literacy tasks in particular. While many studies have explored various dimension…
Academic development and disparities in linguistically diverse middle school classrooms: The role of social network equality and linguistic integration
As evidence mounts of persistent disparities in academic outcomes by English learner (“EL”) classification status, it is critical that we better understand how to create more equitable classroom learning environments. The present study investigates the role of classroom peer academic collaboration networks within linguistically diverse, “English‐medium” middle school classrooms. Across 29 classrooms, 491 early adolescents (including 158 EL studen…
Using scaffolding to support CLM students’ critical multiple perspective-taking on history
Artifactual Literacies and Tesol: Narratives of a Syrian Refugee‐Background Family
Theoretically framed in artifactual literacies, this study examined a refugee‐background family’s visit to a group of university students enrolled in a teaching English to speakers of other languages (TESOL) methods class. One of the authors requested they give this presentation and collaborated with them in writing it. Participants included Maria and Omar, Syrian parents of three children who self‐identify as Muslim. Primary data included transc…
Shared Book Reading and Bilingual Decoding in Latinx Immigrant Homes
Through in-home ethnographic observations of three multilingual immigrant families’ shared book reading, we identified recurring literacy practices in the home in which mothers, older siblings, and younger children participated during the reading. We found that families engaged in context-sensitive and cooperative shared reading practices, wherein decoding tended to be the focus. This practice—which we call transcultural decoding—involved multidi…
Languaging among Latinx siblings in immigrant homes: Implications for teaching literacy
This article synthesizes multiple studies that we have conducted on language and literacy practices among Latinx siblings at home, and identifies implications for teaching. Examples from micro-ethnographic discourse analyses provide rich vignettes of sibling interactions within Mexican and Central American immigrant households to illustrate how siblings engage in complex negotiations as they language together at home, in English and Spanish. Olde…
Identity, Positionality, and Peer Social Networks: A Case Study of an Adolescent Refugee Background Student
This study aims at better understanding how an Iraqi refugee-background English learner (Fawzi) is positioned by his teacher and his peers, and how he positions himself as a member of a culturally and linguistically diverse American classroom. For that purpose, we adopt a mixed-methods approach to analyze qualitative field notes and interview data in addition to complementary quantitative peer social network data. Findings suggest that while Fawz…
Creating Classroom Communities in Linguistically Diverse Settings: Teacher-Directed, Classroom-Level Factor Effects on Peer Dynamics
Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom w…
Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices
Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the followin…
Insights into Professional Development for Teachers of English Language Learners: A Focus on Using Students' Native Languages in the Classroom
This study examines factors impacting teacher learning during and after an online professional development program focused on teaching English language learners in U.S. schools. Research focused on nonbilingual K–12 teachers' changing perspectives on the role of students' native languages in classroom teaching and learning during and after the professional development program. Case studies of two teachers suggest that teachers who do not consider…
Beiruti linguistic landscape: An analysis of private store fronts
After the end of the civil war in 1990, a major reconstruction effort was underway in Beirut, the capital of Lebanon. With reconstruction came significant changes to the city’s landscape and identity. Adopting a linguistic landscape (LL) lens, this study aims at better understanding these changes by asking what languages are used on the store fronts of three Beiruti streets, and how the three linguistic landscapes are the same or different consid…
The Cognate and False Cognate Knowledge of Young Emergent Bilinguals
This study examined young emergent bilinguals' cognate and false cognate knowledge and vocabulary outcomes on four early-language assessments in English and Spanish. Findings revealed that children were able to use shared phonology of words-before they had developed extensive knowledge about their orthography-to recognize and produce cognates. In addition, children were not confused by the similar phonology in semantically different words when re…
What Does Standards‐based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools
The Influence of Older Siblings on Language Use Among Second‐Generation Latino Preschoolers
Understanding newcomer English learner students’ English language development: Comparisons and predictors
An important subgroup of English learner-classified (EL) students immigrate to the U.S., entering U.S. schools upon their arrival. Using growth models and statewide data, this study describes the incoming English proficiency and subsequent English language growth of newcomer students, including the student, program, and school characteristics that are associated with differences in English language growth patterns among newcomers. The study furth…
Identity, Positionality, and Peer Social Networks: A Case Study of an Adolescent Refugee Background Student
This study aims at better understanding how an Iraqi refugee-background English learner (Fawzi) is positioned by his teacher and his peers, and how he positions himself as a member of a culturally and linguistically diverse American classroom. For that purpose, we adopt a mixed-methods approach to analyze qualitative field notes and interview data in addition to complementary quantitative peer social network data. Findings suggest that while Fawz…
Creating Classroom Communities in Linguistically Diverse Settings: Teacher-Directed, Classroom-Level Factor Effects on Peer Dynamics
Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom w…
Languaging among Latinx siblings in immigrant homes: Implications for teaching literacy
This article synthesizes multiple studies that we have conducted on language and literacy practices among Latinx siblings at home, and identifies implications for teaching. Examples from micro-ethnographic discourse analyses provide rich vignettes of sibling interactions within Mexican and Central American immigrant households to illustrate how siblings engage in complex negotiations as they language together at home, in English and Spanish. Olde…
Because even us, Arabs, now speak English”: Syrian refugee teachers’ investment in English as a foreign language
Complicated Conversation as Curriculum in Language Teacher Education Amid Rapid Change
As language teacher educators, we consider how times of flux bring opportunities for re‐envisioning curriculum as conversation. We have found ourselves and our students to be situated at the nexus of tensions between sometimes fast‐moving societal shifts and sometimes slow‐moving changes in educational systems and institutions. One approach we have found for bridging the fast and the slow worlds is to rethink how we define curriculum. We draw fro…
Artifactual Literacies and Tesol: Narratives of a Syrian Refugee‐Background Family
Theoretically framed in artifactual literacies, this study examined a refugee‐background family’s visit to a group of university students enrolled in a teaching English to speakers of other languages (TESOL) methods class. One of the authors requested they give this presentation and collaborated with them in writing it. Participants included Maria and Omar, Syrian parents of three children who self‐identify as Muslim. Primary data included transc…
Using Evidence in L2 Argumentative Writing: A Longitudinal Case Study Across High School and University
This 8-year longitudinal case study of Fabiola, a Spanish-English bilingual, investigated her argumentative writing development, focusing on her use of evidence to support and develop arguments over time from high school through university. Data sources included 36 writing samples. Texts across grade levels and course types were analyzed to determine changes in evidential types (quotations and paraphrases), evidential functions, and reporting ver…
Older Sibling Support of Younger Siblings’ Socio-Emotional Development: A Multiple-Case Study of Second-Generation Mexican and Honduran Children’s Initiative and Co-Construction
Siblings play a critical role in the socialization experiences of their younger siblings. Societal values, standards, and customs are transmitted and created through the process of modeling and the construction of shared meaning. It follows, therefore, that the process of socialization may be culturally dependent. Using multiple case studies of five sibling dyads, we aim to examine the process of initiation and co-construction of second-generatio…
Community College Practices for U.S.-Educated Language-Minority Students: A Resource-Oriented Framework
Community colleges are critical points of access for language-minority students and others historically underrepresented in U.S. higher education. Yet there is evidence that community colleges are far from reaching their potential as a stepping-stone to 4-year colleges and universities for underrepresented minorities, especially in states with the most ethnically diverse populations. Within this context, the needs of one particular group of stude…
Academic development and disparities in linguistically diverse middle school classrooms: The role of social network equality and linguistic integration
As evidence mounts of persistent disparities in academic outcomes by English learner (“EL”) classification status, it is critical that we better understand how to create more equitable classroom learning environments. The present study investigates the role of classroom peer academic collaboration networks within linguistically diverse, “English‐medium” middle school classrooms. Across 29 classrooms, 491 early adolescents (including 158 EL studen…
Using scaffolding to support CLM students’ critical multiple perspective-taking on history
Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices
Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the followin…
Community College Practices for U.S.-Educated Language-Minority Students: A Resource-Oriented Framework
Community colleges are critical points of access for language-minority students and others historically underrepresented in U.S. higher education. Yet there is evidence that community colleges are far from reaching their potential as a stepping-stone to 4-year colleges and universities for underrepresented minorities, especially in states with the most ethnically diverse populations. Within this context, the needs of one particular group of stude…
Heritage Language Teaching
The term heritage language has come to be used widely by those concerned about the study, maintenance, and revitalization of non‐majority languages around the world.
Educational Research in Language Minority Students
The term “language minority student” encompasses a wide range of individuals who span ethnicities, ages, cultures, social and economic backgrounds, immigration histories, and levels of first and second language proficiency.
Insights into Professional Development for Teachers of English Language Learners: A Focus on Using Students' Native Languages in the Classroom
This study examines factors impacting teacher learning during and after an online professional development program focused on teaching English language learners in U.S. schools. Research focused on nonbilingual K–12 teachers' changing perspectives on the role of students' native languages in classroom teaching and learning during and after the professional development program. Case studies of two teachers suggest that teachers who do not consider…
The Influence of Older Siblings on Language Use Among Second‐Generation Latino Preschoolers
Theme: Re‐visioning Pedagogies in Response to Standards‐Based Reform
What Does Standards‐based Educational Reform Mean for English Language Learner Populations in Primary and Secondary Schools
But Before I Go to My Next Step”: A Longitudinal Study of Adolescent English Language Learners' Transitional Devices in Oral Presentations
This multiple case study examines patterns in the oral second language use of three Spanish‐speaking English language learners in rehearsed presentations produced annually over 4 years (Grades 9–12) in a U.S. high school. Analysis focuses on students' changing use of transitional devices called frame markers (Hyland, 2005) as a lens for understanding language used by school‐aged immigrant students in academic settings, the nature of classroom pre…
An Examination of Language Practices During Mother-Child Play Activities Among Mexican Immigrant Families
We examined the language practices of five mother-child dyads during a structured play activity, particularly in relation to maternal question use. The study includes second-generation, 4-year-old children of Mexican immigrants who demonstrate either high vocabulary levels in English and Spanish or low levels of vocabulary in both languages. Examination of field notes, videotapes, and transcriptions yielded differences in maternal use of perceptu…
Older Sibling Support of Younger Siblings’ Socio-Emotional Development: A Multiple-Case Study of Second-Generation Mexican and Honduran Children’s Initiative and Co-Construction
Siblings play a critical role in the socialization experiences of their younger siblings. Societal values, standards, and customs are transmitted and created through the process of modeling and the construction of shared meaning. It follows, therefore, that the process of socialization may be culturally dependent. Using multiple case studies of five sibling dyads, we aim to examine the process of initiation and co-construction of second-generatio…
The Cognate and False Cognate Knowledge of Young Emergent Bilinguals
This study examined young emergent bilinguals' cognate and false cognate knowledge and vocabulary outcomes on four early-language assessments in English and Spanish. Findings revealed that children were able to use shared phonology of words-before they had developed extensive knowledge about their orthography-to recognize and produce cognates. In addition, children were not confused by the similar phonology in semantically different words when re…
Who Are ‘Long-term English Learners’? Using Classroom Interactions to Deconstruct a Manufactured Learner Label
In the context of recent debates for and against the reality of ‘long-term English learners (LTELs)’ in US secondary schools, the diversity of these students’ classroom experiences and opportunities to develop academically valued forms of English is often overlooked. This analysis draws upon a data from middle school classrooms in the South Atlantic region of the USA and focuses particularly on the classroom experiences of six 6th-grade students …
Peer Interaction and Learning in Multilingual Settings From a Sociocultural Perspective: Theoretical Insights
Reflecting on contributions to this special issue along with my own research, I suggest ways in which sociocultural understandings of peer interactions in multilingual contexts are and should be evolving to encompass the increasingly complex settings that research has come to document. I argue that in order to realize the potential of research in this area of study, it is important that we clearly define how “peers” are conceptualized in our rese…
Because even us, Arabs, now speak English”: Syrian refugee teachers’ investment in English as a foreign language
Using Evidence in L2 Argumentative Writing: A Longitudinal Case Study Across High School and University
This 8-year longitudinal case study of Fabiola, a Spanish-English bilingual, investigated her argumentative writing development, focusing on her use of evidence to support and develop arguments over time from high school through university. Data sources included 36 writing samples. Texts across grade levels and course types were analyzed to determine changes in evidential types (quotations and paraphrases), evidential functions, and reporting ver…
Beiruti linguistic landscape: An analysis of private store fronts
After the end of the civil war in 1990, a major reconstruction effort was underway in Beirut, the capital of Lebanon. With reconstruction came significant changes to the city’s landscape and identity. Adopting a linguistic landscape (LL) lens, this study aims at better understanding these changes by asking what languages are used on the store fronts of three Beiruti streets, and how the three linguistic landscapes are the same or different consid…
Identity, Positionality, and Peer Social Networks: A Case Study of an Adolescent Refugee Background Student
This study aims at better understanding how an Iraqi refugee-background English learner (Fawzi) is positioned by his teacher and his peers, and how he positions himself as a member of a culturally and linguistically diverse American classroom. For that purpose, we adopt a mixed-methods approach to analyze qualitative field notes and interview data in addition to complementary quantitative peer social network data. Findings suggest that while Fawz…
Creating Classroom Communities in Linguistically Diverse Settings: Teacher-Directed, Classroom-Level Factor Effects on Peer Dynamics
Employing a social capital framework, this study investigates teachers’ role in influencing the peer dynamics between English learners (ELs) and their non-EL peers. Participants include 713 students (211 EL students). Observed teacher-student interaction quality and teacher self-reports of their peer network management were used to operationalize the teacher-directed, classroom-level factors. Peer nominations of friendships within the classroom w…
Building Linguistically Integrated Classroom Communities: The Role of Teacher Practices
Adolescents’ peer networks tend to segregate by relative language proficiency, but students from all linguistic backgrounds benefit academically from classroom peer relationships both within and across English learner (EL) and non-EL classified groups. We drew upon social network analysis of student survey data in 46 English and math middle school classrooms and qualitative analysis of a subset of these classrooms (N = 10) to address the followin…
Shared Book Reading and Bilingual Decoding in Latinx Immigrant Homes
Through in-home ethnographic observations of three multilingual immigrant families’ shared book reading, we identified recurring literacy practices in the home in which mothers, older siblings, and younger children participated during the reading. We found that families engaged in context-sensitive and cooperative shared reading practices, wherein decoding tended to be the focus. This practice—which we call transcultural decoding—involved multidi…
Languaging among Latinx siblings in immigrant homes: Implications for teaching literacy
This article synthesizes multiple studies that we have conducted on language and literacy practices among Latinx siblings at home, and identifies implications for teaching. Examples from micro-ethnographic discourse analyses provide rich vignettes of sibling interactions within Mexican and Central American immigrant households to illustrate how siblings engage in complex negotiations as they language together at home, in English and Spanish. Olde…
Preparing preservice teachers to teach science to english learners: A review
Despite growing numbers of English Learners (ELs) in United States science classrooms and recent science education reforms calling for language and literacy integrated science instruction, research is just beginning to address how to prepare preservice teachers (PSTs) to teach science to ELs. Using a framework highlighting key structural and task‐related components for preparing PSTs to teach science to ELs, we systematically examined interventio…
Resisting and Negotiating Literacy Tasks: Agentive Practices of Two Adolescent Refugee-Background Multilingual Students
Student agency is an important construct for all students, especially those marginalized because of their linguistic, ethnic, racial, religious, or migratory identities. Refugee-background students may experience marginalization according to many and sometimes all of these factors; agency is thus critical to understanding their negotiation of schooling in general and literacy tasks in particular. While many studies have explored various dimension…
Academic development and disparities in linguistically diverse middle school classrooms: The role of social network equality and linguistic integration
As evidence mounts of persistent disparities in academic outcomes by English learner (“EL”) classification status, it is critical that we better understand how to create more equitable classroom learning environments. The present study investigates the role of classroom peer academic collaboration networks within linguistically diverse, “English‐medium” middle school classrooms. Across 29 classrooms, 491 early adolescents (including 158 EL studen…
Using scaffolding to support CLM students’ critical multiple perspective-taking on history
Psychology (34 works) · Multilingual Education and Policy (25 works) · Pedagogy (24 works) · Mathematics education (22 works) · Sociology (22 works) · EFL/ESL Teaching and Learning (17 works) · Linguistics (16 works) · Computer Science (13 works) · Second Language Learning and Teaching (12 works) · Parental Involvement in Education (8 works)