Amanda K. Kibler

« Employee directory
Amanda K. Kibler
Phone: 434-243-4964
Email: .(JavaScript must be enabled to view this email address)
Location: Bavaro Hall 329
Curriculum vitae: Kibler_CV_9_17
Department: Curriculum, Instruction and Special Education
Mailing Address: PO Box 400273, Charlottesville, VA 22904

[high resolution photograph]

Assistant Professor

Education

  • Ph.D., Stanford University, 2009
  • M.S., University of Oxford, 2003
  • M.A., Trinity University, 1999
  • B.A., Texas A&M University, 1998

Personal Statement

Amanda Kibler is an Assistant Professor of English Education. Her research focuses on multilingual adolescents’ language and literacy development and the implications of these processes for teaching, learning, and positive youth development across the content areas. Her current and forthcoming publications can be found in Journal of Second Language Writing, Teachers College Record, Linguistics and Education, The Bilingual Research Journal, Language and Education, and Symposium Books, among others. She teaches secondary English and ESOL methods courses and doctoral-level courses at Curry and is also a faculty affiliate with Youth-­Nex, the U.Va. Center to Promote Effective Youth Development.

Research Interests

  Amanda’s research interests include adolescent second language acquisition, bilingualism, second language writing, ethnography, discourse analysis, and the impacts of standards-based reform on multilingual populations. She is currently working on three main projects: 1) an eight-year study of multilingual adolescents’ longitudinal writing development, 2) a William T. Grant-funded mixed-methods study of peer interaction and social networks in linguistically diverse middle school classrooms, and 3) an ethnographic study of the home language and literacy practices of Spanish-speaking Latino preschoolers and their parents, funded by the Spencer Foundation.

Selected Publications

     
  • Bunch, G., & Kibler, A. (in press). Integrating linguistic and academic development: Promising practices for US-educated language minority students. Community College Journal of Research and Practice.
  •  
  • Kibler, A., Atteberry, A., Hardigree, C., & Salerno, S. (in press). Languages across borders: Social network development in an adolescent two-way language program. Teachers College Record.
  •  
  • Kibler, A., Walqui, A., & Bunch, G. (in press). Transformational opportunities: Language and literacy instruction for English language learners in the Common Core Era. TESOL Journal.
  •  
  • Salerno, A., & Kibler, A. (in press). Before they teach: How pre-service teachers plan for linguistically diverse students. Teacher Education Quarterly.
     
  •  
  • Kibler, A. (2014). From high school to the noviciado (the novitiate): An adolescent linguistic minority student’s multilingual journey in writing. Modern Language Journal, 98(2), 629-651.
     
  •  
  • Kibler, A., Palacios, N., & Simpson Baird, A. (2014). The influence of older siblings on language use amongsecond-generation Latino preschoolers. TESOL Quarterly, 48(1), 164-175.
     
  •  
  • Kibler, A., Salerno, A., & Hardigree, C. (2014). “More than being in a class”: Adolescents’ ethnolinguistic and social insights in a two-way dual-language program. Language and Education, 28(3), 251-275.
     
  •  
  • Kibler, A., Salerno, A., & Palacios, N. (2014). “But before I go to my next step”: A longitudinal study of adolescent English language learners’ transitions in oral presentations. TESOL Quarterly, 48(2), 222-251.
     
  •  
  • Kibler, A., Valdés, G., & Walqui, A. (Eds). (2014). K-12 standards-based educational reform:Implications for English language learner populations. TESOL Quarterly 2014 Special Topic Issue, 48(3).
     
  •  
  • Kibler, A., Valdés, G., & Walqui, A. (2014). What does standards-based educational reform mean for English language learner populations in primary and secondary schools? TESOL Quarterly 2014 Special Topic Issue, 48(3), 433-453.
     
  •  
  • Valdés, G., Kibler, A., & Walqui, A. (2014). Changes in the expertise of ESL professionals: Knowledge and action in an era of new standards. Alexandria, VA: TESOL International Association.
  •  
  • Kibler, A. (2013). “Doing like almost everything wrong”: An adolescent multilingual writer’s transition from high school to college. In T. Silva & L. de Oliveira (Eds.), L2 writing in the secondary classroom (pp. 44-64). New York: Routledge.
     
  •  
  • Kibler, A., & Roman, D. (2013). Insights into online professional development for teachers of English language learners: A focus on using students’ native languages in the classroom. Bilingual Research Journal, 36(2), 187-207.
     
  •  
  • Kibler, A. (2011). “Casi nomás me dicen qué escribir/They almost just tell me what to write”: A longitudinal analysis of teacher-student interactions in a linguistically diverse mainstream secondary classroom. Journal of Education, 191(1), 45-58.
     
  •  
  • Kibler, A., Bunch, G., & Endris, A. (2011). Community college practices for U.S.-educated language-minority students: A resource-oriented framework. Bilingual Research Journal. 34, 201-222.
     
  •  
  • Kibler, A. (2011). “I write it in a way that people can read it”: How teachers and adolescent L2 writers describe content area writing. Journal of Second Language Writing, 20, 211-226.
     
  •  
  • Kibler, A. (2011). Understanding the “mmhm”: Dilemmas in talk between teachers and adolescent emergent bilingual students. Linguistics and Education, 22, 213-232.
     
  •  
  • Kibler, A. (2010). Writing through two languages: First language expertise in a language minority classroom. Journal of Second Language Writing, 19, 121-142.
     
  •  
  • Kibler, A. (2008). Speaking like a “good American”: National identity and the legacy of German-language education. Teachers College Record, 110(6), 1241-1268.

Expertise

Connect With Us On: