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Teachers College, Columbia University
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Luciana de Oliveira

Professional Background

Educational Background

Ph.D., Education, University of California, Davis - June 2006
Emphasis: Language, Literacy, and Culture  Additional Specialization: Second Language Acquisition
Dissertation: Knowing and Writing History: A Study of Students’ Expository Writing and Teachers’ Expectations
Chair: Mary J. Schleppegrell
 
Master of Arts in English, TESOL Option (Teaching English to Speakers of Other Languages)           
California State University, East Bay - June 1999 Summa Cum Laude
 
Bachelor of Arts in Languages: English and Portuguese, Minor in German        
Universidade Estadual Paulista (São Paulo State University - UNESP), Araraquara, SP (Brazil)
January 1997 Magna Cum Laude
 
Teaching Credentials, English and Portuguese: Secondary
Universidade Estadual Paulista (São Paulo State University - UNESP), Araraquara, SP (Brazil)
January 1997
 
HIGHLIGHTS
  • Awards include the Early Career Award by the Bilingual Education Research SIG of the American Educational Research Association (AERA) (2012); the David E. Eskey Award for Curriculum Innovation by the California TESOL association (2011); Outstanding Latino Faculty (2011); and Teaching and Learning With Technology Distance Education Award (2010) by Purdue University.
  • Areas of specialization: English language learners, content area literacies, second language writing, functional linguistics, qualitative research, multilingual teachers.
  • Teaching: 20 years of teaching experience in higher education, K-12, and foreign language contexts with culturally and linguistically diverse groups.
  • Engagement and Service: Work with public schools, volunteer and elected positions at different professional organizations, including the TESOL International Association, NYS TESOL (New York State TESOL), INTESOL (Indiana TESOL), and CATESOL (California TESOL).

Scholarly Interests

Dr. de Oliveira’s research focuses on issues related to teaching English language learners (ELLs) at the K-12 level, including the role of language in learning the content areas and teacher preparation for ELLs. Her work has appeared in Teachers College Record, Journal of Teacher Education, Journal of English for Specific Purposes, English Education, Multicultural Education, The History Teacher, and other books and journals.

Selected Publications

honors and awards

Awards
 
Faculty Engagement Scholarship Award; Purdue University. Inaugural recipient. This university-level award recognizes an outstanding record of achievement in, and strong indication of future contribution to, engagement. March 2013. Media coverage:
  • Local TV: http://www.wlfi.com/dpp/news/local/purdue-engagement-awards-are-presented-to-community-leaders?ref=scroller&categoryId=20000&status=true
  • Journal & Courier: http://www.jconline.com/article/20130328/NEWS0501/303280023/Purdue-faculty-cited-for-activities
  • Inside Edge: http://www.insideindianabusiness.com/newsitem.asp?id=58661
 
Early Career Award; Bilingual Education Research Special Interest Group, American Educational Research Association (AERA); 2012. This award recognizes an individual for outstanding accomplishments in the early stages of her or his career no later than 10 years after receipt of the doctoral degree.
 
Curriculum and Instruction Outstanding Faculty Scholarship Award, Department of Curriculum and Instruction, Purdue University. To recognize outstanding achievements in publications, grants, and awards in the area of research-based scholarship. April 2012.
 
Outstanding Faculty Discovery Award, Department of Curriculum and Instruction, Purdue University. To recognize outstanding achievements in publications, grants, and awards in the area of scholarship of engagement. April 2012.
 
Dean’s Fellow Program Award; College of Education, Purdue University; 2011-2012. Designed for faculty who have an interest in exploring leadership opportunities and university administration to work on a specific project that advances the goals of the College of Education’s strategic plan. Project: Inclusive Representation: Recruitment and Retention of Underrepresented Minority Faculty and Students.
 
Outstanding Latino Faculty, Latino Faculty and Staff Association (LaFASA), Purdue University; October 2011.
 
David E. Eskey Award for Curriculum Innovation; California TESOL (CATESOL); April 2011. Award designed to honor Professor Eskey’s memory. Received for the book Knowing and Writing School History: The Language of Students’ Expository Writing and Teachers’ Expectations. One recipient per year.
 
Diversity Fellows Program Award; Purdue University; 2010-2011. To provide support for faculty development, implementation and sharing of inclusive approaches to teaching, learning, and assessment in the area of diversity. University award; two awarded per college per year. Included a cash award of $2,000.
 
Seed for Success Award; Purdue University; November 2010. The Seed for Success Award is given in recognition of the accomplishments of single investigators and teams of investigators for their efforts in obtaining a one million dollar or more research grant.
 
Outstanding Faculty Engagement Award, Department of Curriculum and Instruction, Purdue University. To recognize outstanding achievements in the area of engagement with schools and service to the university and the profession. April 2010.
 
Outstanding Faculty Discovery Award, Department of Curriculum and Instruction, Purdue University. To recognize outstanding achievements in publications, grants, and awards in the area of research-based scholarship. March 2010.
 
Teaching and Learning With Technology Distance Education Award, Information Technology at Purdue (ITaP), Purdue University; February 2010. The TLT Distance Education Awards Program awards Purdue faculty for the development of high‑quality distance education courses on the West Lafayette campus. Ten awardees selected campus-wide. Included a cash award of $3,000.
 
Division K, Teaching and Teacher Education, Early Career Seminar, American Educational Research Association, March 2008. To attend a pre-convention seminar for Early Career Faculty (tenure-line 1st, 2nd and 3rd year in the academy) with a research focus on the preparation of teachers for culturally and linguistically diverse populations. Seminar Leaders: Linda Darling-Hammond, Rosa Hernandez-Sheets, and Etta Hollins.
 
Outstanding Paper on Nonnative English Speakers in TESOL Issues, East Carolina University and TESOL Award for the colloquium “Exploring NNESTs’ professional self-esteem and confidence” presented at the Annual TESOL Convention, 2006.
 
Outstanding Scholarship Award, first recipient, School of Education, UC Davis, awarded to one Ph.D. Candidate, Spring 2005 - Awarded on the basis of scholarship and promise of outstanding academic and professional contribution to recognize students’ exceptional performance at the university (included a cash award of $2,500).
 
Leadership Mentoring Program, TESOL
Spring 2005 – Award designed to help underrepresented groups within TESOL become more involved in the association. Recipients are guided by mentors throughout the year as they contribute their time and expertise to TESOL’s activities and projects. Award by nomination, given to individuals with potential for TESOL involvement and leadership, to participate in TESOL’s Leadership Certificate Program and the TESOL Annual Convention.
 
Outstanding Paper on Nonnative English Speakers in TESOL Issues, East Carolina University and TESOL Award for the colloquium “Learning from Models of Native English-speaking teacher (NEST)/Nonnative English-speaking Teacher (NNEST) Collaboration” presented at the Annual TESOL Convention, 2004.
 
Recognition Awards, CATESOL, for outstanding service to CATESOL and dedication to the teaching profession. Nonnative Language Educators’ Issues Interest Group Coordinator, 2002-2004, Assistant College/University Chair, 2004-2005, College/University Chair, 2005-2006.
 
Fellowships
University of California, Davis
 
Non-Resident Tuition Fellowships, School of Education and Office of Graduate Studies, 9/2001 –5/2006 - Extremely competitive fellowship to support international students across the university. One per college. Awarded on the basis of scholarship and promise of outstanding academic and professional contribution; $14,000 per year.
 
Summer Research Fellowship, School of Education, Summer 2005 – Fellowship designed to support outstanding scholars and help them make substantial progress toward their degrees; $4,000.

publications

Students’ names are underlined.

 

Books

 

de Oliveira, L. C. & Silva, T. (2013). (Eds). L2 writing in secondary classrooms: Academic issues, student experiences, and teacher education. New York: Routledge.

 

de Oliveira, L. C. (2013). (Ed.). Teacher education for social justice: Perspectives and lessons learned. Charlotte, NC: Information Age. Foreword by M. Cochran-Smith.

 

de Oliveira, L. C. (2011). Knowing and writing school history: The language of students’ expository writing and teachers’ expectations. Charlotte, NC: Information Age.

 

de Oliveira, L. C., & Iddings, J. (in press). (Eds). Genre pedagogy across the curriculum: Theory and application in U.S. classrooms and contexts. Equinox Publishing.

 

de Oliveira, L. C. (Series Ed.) (under contract). The Common Core State Standards and English Language Learners*. TESOL International Association.

 

There will be five books in the series:

1.     Spycher, P. (Ed.) (in press). The Common Core State Standards in English Language Arts for English Language Learners: Grades K–5.

2.     Civil, M., & Turner, E. (Eds.) (in press). The Common Core State Standards in Mathematics for English Language Learners: Grades K–8.

3.     de Oliveira, L. C., Klassen, M., & Maune, M. (Eds.) (in preparation). The Common Core State Standards in English Language Arts and English Language Learners: Grades 6-12.

4.     The Common Core State Standards in Mathematics and English Language Learners: High School.

5.     The Common Core State Standards in Literacy in History/Social Studies, Science, and Technical Subjects for English Language Learners: Grades 6–12.

 

de Oliveira, L. C., & Schleppegrell, M. J. (in press). Focus on grammar and meaning. Oxford University Press (this book will be part of the Key Concepts for the Language Classroom book series edited by Patsy Lightbown & Nina Spada).

 

de Oliveira, L. C., & Yough, M. (under contract) (Eds). Preparing teachers to work with english language learners in mainstream classrooms: Issues for professional development. Information Age Publishing.

 

de Oliveira, L. C., & Wachter Morris, C. (under contract). Preparing school counselors for English Language Learners.  Submitted to TESOL International Association to be part of the handbook series “ESOL for Different Professions”.

 

de Oliveira, L. C. (proposal submitted). A language-based approach to content instruction (LACI) for English language learners: Academic language in the content areas (Grades 2-6). Heinemann.

 

Kamhi-Stein, L., Diaz-Maggioli, G., & de Oliveira, L. C. (in preparation). Teaching English in South America. Proposal to be submitted to Multilingual Matters.

 

Journal Articles (Refereed)

 

 

Kenney, R., & de Oliveira, L. C. (in press). The role of symbol sense in mathematical semiotic systems for   English language learners. Teaching for Excellence and Equity in Mathematics.

 

Lan, S-W., & de Oliveira, L. C. (in press). Layers of complexity: Nouns in fourth-grade science textbooks. Electronic Journal of Literacy Through Science.

 

de Oliveira, L. C. (in press). A systemic-functional analysis of English language learners’ writing. DELTA (Documentação de Estudos em Linguística Teórica e Aplicada).*

[*This journal is ranked A1 (first-tier) according to QUALIS for all journals in applied linguistics in Brazil]

 

Turkan, S., de Oliveira, L. C., Lee, O., & Phelps, G. (in press). Proposing a knowledge base for teaching academic content to English Language Learners: Disciplinary linguistic knowledge. Teachers College Record.

 

Arvelo Alicea, Z., Cortés-Santiago, I. & de Oliveira, L. C. (in press). Witty Latina grandmas, silly skeletons, and birthday cakes: A library program focused on bilingual literacy. Indiana Libraries.

 

de Oliveira, L. C., & Olesova, L. (2013). Learning about the literacy development of English language learners through technology. Journal of Education (special issue on technology in education).

 

Achinstein, B., Athanases, S., Curry, M., Ogawa, R., & de Oliveira, L. C (2013). These doors are open: Community wealth and health as resources in strengthening education for lower-income Latina/o youth. Leadership, 42(5), 30-34.

 

Angus, R., & de Oliveira, L. C. (2012). Diversity in secondary English classrooms: Conceptions and enactments. English Teaching: Practice and Critique, 11(4), 7-18.

 

Burke, A. & de Oliveira, L. C. (2012). Educational policies in the United States and implications for English learners. Revista Brasileira de Linguistica Aplicada (Brazilian Journal of Applied Linguistics), 12(2), 311-329. [Special issue on language policies worldwide.]*

[*This journal is ranked A1 (first-tier) according to QUALIS for all journals in applied linguistics in Brazil]

 

de Oliveira, L. C. (2012a). What history teachers need to know about academic language to teach English language learners. The Social Studies Review, 51(1), 76-79.

 

de Oliveira, L. C., & Lan, S-W. (2012). Preparing nonnative English-speaking (NNES) graduate students for teaching in higher education: A mentoring case study. Journal on Excellence in College Teaching, 23(3), 59-76.

 

de Oliveira, L. C., Olesova, L., & Gilmetdinova, A. (2012). Student-led online discussions in TESOL. TESOL Connections. Available at http://newsmanager.commpartners.com/tesolc/issues/2012-11-01/4.html

 

Solórzano, S. & de Oliveira, L. C. (2012). Language development in Latino immigrant children in the United States. MexTESOL Journal, 36(1), 1-15.

 

de Oliveira, L. C. (2011a). Strategies for nonnative-English-speaking teachers’ continued development as professionals. TESOL Journal, 2(2), 229-238.

 

de Oliveira, L. C. (2011b). A linguistic approach in culturally and linguistically diverse classrooms: A focus on teacher education. Linguistics and the Human Sciences, 4(2), 101-159.

 

de Oliveira, L. C. (2011c). In their shoes: Teachers feel like English language learners through a math simulation. Multicultural Education, 19(1), 59-62.

 

de Oliveira, L. C. (2011d). Five common questions from teachers of English language learners. The New Teacher Advocate, 19(2), 10-11.

 

de Oliveira, L. C., & Cheng, D. (2011). Language and the multisemiotic nature of mathematics. The Reading Matrix, 11(3), 255-268.

 

Iddings, J. & de Oliveira, L.C. (2011). Applying the genre analysis of a narrative to the teaching of English language learners. INTESOL Journal, 8(1), 25-41.

 

de Oliveira, L. C. (2010a). Nouns in history: Packaging information, expanding explanations, and structuring reasoning. The History Teacher, 43(2), 191-203.

 

de Oliveira, L. C. (2010b). Focusing on language and content by examining cause and effect in historical texts. The Indiana Reading Journal, 42(1), 14-19.

 

de Oliveira, L. C., & Dodds, K. N. (2010). Beyond general strategies for English Language Learners: Language dissection in science. The Electronic Journal of Literacy Through Science, 9(1), 1-14. Available online at http://ejlts.ucdavis.edu/article/2010/9/1/beyond-general-strategies-english-language-learners-language-dissection-science

 

Shoffner, M.*, de Oliveira, L. C.*, with Angus, R. (2010). Multiliteracies in the secondary English classroom: Becoming literate in the 21st century. English Teaching: Practice and Critique, 9(3), 75-89.

 

Zhang, Y., & de Oliveira, L. C. (2010). Helping English language learners learn history: A functional grammatical perspective. INTESOL Journal, 7(1), 59-68.

 

de Oliveira, L. C., & Shoffner, M. (2009). Addressing the needs of English language learners in an English education methods course. English Education, 42(1), 91-111.

 

Abreu-e-Lima, D. M., & de Oliveira, L. C. (2008). The use of fairy tales in preservice teacher education: Learning to work with adolescents. Contexturas, 13, 9-23.

 

de Oliveira, L. C. & Pereira, N. (2008). “Sink or Swim”: The challenges and needs of teachers of English language learners. INTESOL Journal, 5(1), 77-86.

 

Athanases, S. Z., & de Oliveira, L. C. (2008). Advocacy for equity in classrooms and beyond: New teachers' challenges and responses. Teachers College Record, 110(1), 64-104.

 

de Oliveira, L. C. (2008). “History doesn’t count”: Challenges of teaching history in California schools. The History Teacher, 41(3), 363-378.

 

Athanases, S. Z. & de Oliveira, L. C. (2007). Conviction, confrontation, and risk in new teachers' advocating for equity. Teaching Education, 18(2), 123-136.

 

de Oliveira, L. C. (2007). Academic language development in the content areas: Challenges for English language learners. INTESOL Journal, 4(1), 22-33.

 

de Oliveira, L. C., & Athanases, S. Z. (2007). Graduates’ reports of advocating for English language learners. Journal of Teacher Education, 58(3), 202-215.

 

Schleppegrell, M. J., & de Oliveira, L. C. (2006). An integrated language and content approach for history teachers. Journal of English for Academic Purposes 5(4), 254-268.

 

de Oliveira, L. C. & Richardson, S. (2001). Collaboration between native and nonnative English-speaking educators. The CATESOL Journal, 13(1), 123-134.

Reprinted in L. D. Kamhi-Stein (Ed.), Learning and teaching from experience: Perspectives on nonnative English-speaking professionals.  Ann Arbor: the University of Michigan Press.

 

Hofling, C., de Oliveira, L. C., de Oliveira, F., Micucci, T. C., Duarte, G., & Gonzaga, V. (1995). Canto X: a máquina do mundo e a mensagem d'Os Lusíadas [Canto X: World machine and the message in Os Lusíadas]. Caminho das Índias. Araraquara, SP: Faculdade de Ciencias e Letras (FCL), UNESP, p. 98-110.

 

Journal Articles (Other)

 

de Oliveira, L. C., Stamper, S., & Kandel-Cisco, B. (2011). Learners and leaders in times of change. INTESOL Journal, 8(1), 5-6.

 

de Oliveira, L. C., & Stamper, S. (2010). Transitions in TESOL: Assessment, classroom applications, and teacher education. INTESOL Journal, 7(1), 5-6.

 

Book Chapters (Refereed)

 

de Oliveira, L. C., Gilmetdinova, A., & Klassen, M. (in press). Effective practices for English language learners in kindergarten and implications for policy. In L. Minaya-Rowe (Ed.). A handbook to implement educational programs, practices, and policies for English learners. Charlotte, NC: Information Age Publishing.

 

Olesova, L., & de Oliveira, L. C. (in press-a). Using embedded audio feedback for formative assessment purposes in teaching about English Language Learners. In S. Koc, P. Wachira, & X. Liu, (Eds.), Assessment in online and blended learning environments. Information Age Publishing.

 

de Oliveira, L. C. (in press-b). Using systemic-functional linguistic analysis to explain expectations of academic discourse. In M. Roberge, K. Losey, and M. Wald (Eds.), Teaching U.S. Educated Multilingual Writers: Practice from and for the Classroom. University of Michigan Press.

 

de Oliveira, L. C., & Lucas, T. (in press-c). Preparing linguistically responsive teachers in a licensure program. In A. Mahboob & L. Barratt (Eds.), English in a multilingual context. Springer.

 

Augusto-Navarro, E. H., de Oliveira, L. C., & Abreu-e-Lima, D. M. (in press-d). Evaluation and production of teaching materials: An experience from Brazil. In S. Garton & K. Graves (Ed.), International Perspectives in Materials. Palgrave/McMillan.

 

de Oliveira, L. C. (in press-e). O potencial da gramática funcional para o ensino de ingles como língua estrangeira: Uma proposta sobre processos [Systemic-functional grammar in the teaching of English as a foreign language: A proposal about processes]. In E. H. Augusto-Navarro & V. L. Teixeira da Silva (Eds.), Revisitando o conceito de gramática no ensino-aprendizagem de LE: Novos olhares, múltiplas perspectivas [Revisiting the concept of grammar in the teaching and learning of a foreign language: New looks, multiple perspectives]. São Paulo, Brasil: Pontes.

 

Gilmetdinova, A. & de Oliveira, L. C. (2014). Strategic planning and mentoring: Key to nonnative english-speaking graduate students’ success. In Coombe, C., Wiens, B., Davidson, P. & Cedro, K. (Eds.). Perspectives on student leadership development (pp. 57-71). Dubai: TESOL Arabia Publications.

 

de Oliveira, L. C., Klassen, M., & Gilmetdinova, A. (2014). Scaffolding to support English language learners in a kindergarten classroom. In G. Onchwari & J. Keengwe (Eds.), Cross-cultural considerations in the education of young immigrant learners (pp. 1-16). Hershey, PA: IGI Global.

 

de Oliveira, L. C., Lan, S-W., & Dodds, K. (2013). Reading, writing, and talking science with English language learners. In J. Nagle (Ed.), English learner instruction through collaboration and inquiry in teacher education (pp. 3-23). Charlotte, NC: Information Age Publishing.

*[100 abstract proposals were submitted for this book and 12 accepted]

 

 

de Oliveira, L. C., & Silva, T. (2013). On the radar screen and the need to focus on L2 writing in secondary classrooms. In L. C. de Oliveira & T. Silva (Eds.), L2 writing in secondary classrooms: Student experiences, academic issues, and teacher education. New York: Routledge.

 

de Oliveira, L. C. (2013). Academic language in the social studies for English learners. In M. B. Arias & C. Faltis (Eds.), Academic language in second language learning (pp. 147-168). Charlotte, NC: Information Age Publishing.

 

Norris, D., & de Oliveira, L.C. (2013). Preparing mathematics teachers for culturally and linguistically diverse students: What’s language got to do with social justice? In L. C. de Oliveira (Ed.), Teacher education for social justice: Perspectives and lessons learned. Charlotte, NC: Information Age.

 

de Oliveira, L. C. (2012b). The language demands of word problems for English language learners. In S. Celedón-Pattichis & N. Ramirez (Eds.), Beyond good teaching: Advancing mathematics education for ELLs (pp. 195-205). Reston, VA: National Council of Teachers of Mathematics.

 

Athanases, S. Z., & de Oliveira, L. C. (2010). Toward program-wide coherence in preparing teachers to teach and advocate for English language learners. In T. Lucas (Ed), Teacher preparation for linguistically diverse classrooms: A resource for teacher educators (pp. 195-215). New York: Routledge.

 

de Oliveira, L. C. (2010). Enhancing content instruction for ELLs: Learning about language in science. In D. Sunal, C. Sunal, M. Mantero, & E. Wright (Eds), Teaching Science with Hispanic ELLs in K-16 Classrooms (pp. 135-150). Charlotte, NC: Information Age Publishing.

 

Augusto-Navarro, E. H., Abreu-e-Lima, D. M., & de Oliveira, L. C. (2009). Ongoing needs analysis: English for Aviation in Brazil. In A. Smith & G. Strong (Eds), Adult learners: Context and Innovation (pp. 149-154). Alexandria, VA: TESOL.

 

Kamhi-Stein, L. D. & de Oliveira, L. C. (2008). Mentoring as a pathway to leadership: a focus on nonnative-English-speaking teachers. In C. Coombe, M. L. McCloskey, N., L. Stephenson, & N. J. Anderson (Eds.), Leadership in English language teaching and learning (pp. 38-49). Ann Arbor, MI: University of Michigan Press.

 

Abreu-e-Lima, D. M., de Oliveira, L. C., & Augusto-Navarro, E. H. (2007). Focusing on teaching from the get-go: An experience from Brazil. In M. Carroll (Ed.), Developing a New Curriculum for Adult Learners (TESOL Curriculum Development Series) (pp. 179-197). Alexandria, VA: TESOL.

 

Audiovisual Media

 

de Oliveira, L. C., Burke, A., & Lan, S-W. (2010). Perspectives on the knowledge base for teaching English Language Learners. Washington, DC: TESOL. Retrieved from http://www.tesol.org/s_tesol/trc/trc_submission_detail_new.asp?id=1029

 

de Oliveira, L. C., & Pereira, N. (2011). Educating gifted English Language Learners: Lessons from the Gifted Education field. Washington, DC: TESOL. Retrieved from http://tesol.sclivelearningcenter.com/index.aspx

 

Conference Proceedings (Refereed)

 

de Oliveira, L. C. (2008). The importance of mentoring and collaboration for the preparation of native and nonnative English-speaking teachers. Contact, 34(2), 61-67.

 

de Oliveira, L. C., & Buckley, L. (2007). Understanding the language of mathematics in a standardized exam. In T. Lamberg & L. R. Wiest (Eds.), Proceedings of the 29th Annual Conference of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 227-234). Stateline (Lake Tahoe): University of Nevada, Reno.

 

de Oliveira, L. C. & Nielsen, S. (2006). Landing your ideal TESOL job: Tips for success. Proceedings of the 2006 CATESOL State Conference. Available at www.catesol.org.

 

Manuscripts Under Review:

 

de Oliveira, L. C., & Lan, S-W. Writing science in an upper elementary classroom: A genre-based approach to teaching English language learners.

 

de Oliveira, L. C., Arvelo Alicea, Z., & Cortés-Santiago, I. Moviendose atraves de languages and literacies through code-switching in a community literacies event.

 

Manuscripts in Preparation:

 

de Oliveira, L. C., Klassen, M., Gilmetdinova, A., & Pelaez-Morales, C. Competencies for teaching English language learners in kindergarten: A case study.

 

Newsletter Articles

 

de Oliveira, L. C. (2013, Spring). Questions from mathematics teachers about English language learners. NCSM [National Council of Supervisors of Mathematics] Newsletter, 43(3), p. 13.

 

de Oliveira, L. C. (2009, November). Letter from the President. TESOL’In, newsletter of the

            INTESOL organization.

 

de Oliveira, L. C. (2008, May). Letter from the Chair: Transitions after 10 years. NNEST Newsletter, 10(1).

 

de Oliveira, L. C. (2007, November). Letter from the Chair: Reflecting on our roles as NNESTs.

            NNEST Newsletter, 9(2).

 

de Oliveira, L. C. (2007, May). Letter from the Chair: Reflecting on the past, looking into the future.

            NNEST Newsletter, 9(1).

 

de Oliveira, L. C. (2006, February). College/University Level: Upcoming events and opportunities.

            CATESOL News 37(4), 14.

 

de Oliveira, L. C. (2005, August). Self-study strategies for advanced ESL learners. CATESOL News

            37(2), 8.

 

de Oliveira, L. C. (2005, May). The Early Assessment Program. CATESOL News 37(1), 8.

 

de Oliveira, L. C. (2001). Developing collaborative relationships between nonnative English-

            speaking (NNES) and native English-speaking (NES) teachers. CATESOL News 33 (3), 23.

 

Reports

 

de Oliveira, L. C. (1995, March). Cohesive devices in 8th grade students’ essays from public schools.

            Conselho Nacional de Desenvolvimento Cientifico e Tecnologico – CNPq (National

            Council of Scientific and Technological Research), Brasilia, DF.

 

de Oliveira, L. C. (1996, July) . Researching English written output. Conselho Nacional de

            Desenvolvimento Cientifico e Tecnologico – CNPq (National Council of Scientific and

            Technological Research), Brasilia, DF.

 

de Oliveira, L. C. (1997, January). Optimizing English written output. Conselho Nacional de

            Desenvolvimento Cientifico e Tecnologico – CNPq (National Council of Scientific and

            Technological Research), Brasilia, DF.

A&HT 4171: TESOL Methodologies for 7 - 12

Teaching ESL to secondary students, stressing content area ESL and second language literacy. Special fee: $15.