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 and ESOL 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 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 one-year pilot study documenting the cultural, linguistic, and social outcomes of an after-school Spanish-English two-way immersion program for adolescents, funded by Youth-­Nex, the U.Va. Center to Promote Effective Youth Development

Selected Publications

 
• 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.
 
• 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. (in press). “Doing like almost everything wrong”: An adolescent multilingual writer’s transition from high school to college. In T. Silva & L. de Oliveira (Eds.), Second language writing in the secondary classroom. New York: Routledge.
 
• Kibler, A., & Hakuta, K. (2012). Educational research in language minority students. In C.A. Chapelle (Ed.), The Encyclopedia of Applied Linguistics. Wiley-Blackwell.
 
• Valdés, G., & Kibler, A. (2012). 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., 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.
 
• Kibler, A. (2005). Implementation of educational policies for minority language pupils: A comparative case study analysis. Oxford: Symposium Books.