- Ph.D., Stanford University, 2009
- M.S., University of Oxford, 2003
- M.A., Trinity University, 1999
- B.A., Texas A&M University, 1998
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.
Amanda’s research interests include adolescent second language acquisition, bilingualism, second language writing, the impact of standards reform on ELL populations, ethnography, and discourse analysis. She is currently working on three main projects: 1) an eight-year study of multilingual adolescents’ longitudinal writing development, 2) an ethnographic study of the home language and literacy practices of Latino preschoolers and their parents, funded by the Spencer Foundation, and 3) a pilot study of peer interaction and social networks in linguistically diverse middle school classrooms.
- Kibler, A. (in press). From middle school to el noviciado (the novitiate): An adolescent English language learner’s multilingual journey in writing. Modern Language Journal.
- Kibler, A., Palacios, N., & Simpson, A. (in press). Sibling influences on Latino preschoolers’ language and literacy. TESOL Quarterly.
- Kibler, A., Salerno, A., & Hardigree, C. (in press). “More than being in a class”: Adolescents’ ethnolinguistic and social insights in a two-way dual-language program. Language and Education.
- Kibler, A., Salerno, A., & Palacios, N. (in press). “But before I go to my next step”: A longitudinal study of adolescent English language learners’ transitions in oral presentations. TESOL Quarterly.
- 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.
- 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.
- Salerno, A., & Kibler, A. (in press). Before they teach: How pre-service teachers plan for linguistically diverse students. Teacher Education Quarterly.
- 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.