Spring 2017: Tuesdays 3:30-5pm & 7-8pm, Wed. 4-5p
Ph.D., TESOL, New York University, New York, NY
M.S., TESOL, Long Island University, Brooklyn, NY
B.A., Theater Arts, Bard College, Annandale-on-Hudson, NY
My research focuses on the grammatical choices involved in academic achievement, and how those choices are related to power dynamics both in and out of school. This means I investigate classroom discourse, parent-child discourse, and the theoretical lenses we use in the analysis of such discourse. I also work on projects that translate insights garnered from discourse analysis to classroom practice. Currently, I am piloting a program called ALT-STEP (Academic Language Through Students Taking Expert Positions), in which linguistically diverse students grow their academic language skills by teaching younger children about their content area learning. My related interests include systemic functional linguistics, home language use in content area instruction, and innovations in preparing content area teachers to effectively meet the content area language needs of linguistically diverse learners.
Avenia-Tapper, B. & Isacoff, N.(2015). Explicitness in science discourse: A Gricean account of income-related differences. Language and Education.
Avenia-Tapper, B. (2015). Arridence and novility: Explicitness as a function of social inequality. Linguistics and Education.
Avenia-Tapper, B. & Llosa, L. (2015). Construct relevant or irrelevant? The role of linguistic complexity in the assessment of English learner’s science knowledge. Educational Assessment, 20(2), p.95-111.
Avenia-Tapper, B., Haas, A., Hollimon, S. (2016). Beyond vocabulary: Developing grammatical resources for science discourse. Science and Children.