Curry School of Education

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 work 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, The Journal of Education, and Symposium Books, among others.  She teaches secondary English methods courses and doctoral-level courses at Curry.

Research Interests

Amanda’s research interests include adolescent second language acquisition, bilingualism, second language writing, ethnography, and discourse analysis.  She is currently working on two primary projects: an eight-year study of multilingual students’ longitudinal writing development, and a one-year pilot study, “Languages Across Borders: Building Positive Cross-Linguistic and Cross-Cultural Networks in High Schools,” funded by Youth-­Nex,the U.Va. Center to Promote Effective Youth Development, which will document the cultural, linguistic, and positive youth development outcomes of an after-school Spanish-English dual immersion program for adolescents.

Selected Publications

 
• Kibler, A., Bunch, G., & Endris, A. (in press). Innovative community college practices for US-educated language minority students. Bilingual Research Journal.
 
• Kibler, A., & Hakuta, K. (in press). Educational research in language minority students. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Wiley-Blackwell.
 
• Valdés, G., & Kibler, A. (in press). Heritage language teaching. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Wiley-Blackwell.
 
• 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. (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.
 
• Kibler, A. (2005). Implementation of educational policies for minority language pupils: A comparative case study analysis. Oxford: Symposium Books.