Dr. Luciana C. de Oliveira is Professor and Chair of the Department of Teaching and Learning at the University of Miami in Miami, Florida. She is President (2018-2019) of TESOL International Association. Her research focuses on issues related to teaching emergent to advanced bilinguals (EABs) at the K-12 level, including the role of language in learning the content areas; teacher education, advocacy and social justice; and nonnative English-speaking teachers in TESOL. Currently, Dr. de Oliveira’s research examines scaffolding in elementary classrooms and multimodal representation in picture books.
She earned her Ph.D. in Education with a specialization in Language, Literacy and Culture and an additional specialization in Second Language Acquisition from the University of California, Davis, in 2006. She earned her M.A. in English with an emphasis in TESOL at California State University, East Bay, and B.A. in English and Brazilian Portuguese and teaching credential in secondary English from São Paulo State University in Brazil. Prior to coming to UM, Dr. de Oliveira was an Associate Professor and Coordinator of the MA TESOL in K-12 program at Teachers College, Columbia University and prior to that she was an Associate Professor of Literacy and Language Education with a focus on TESOL at Purdue University, where she developed and directed the English Language Learning licensure program.
Luciana is the series editor of five volumes focused on the Common Core and ELLs (2014-2016) with TESOL Press. She has authored, co-authored, edited, or co-edited 21 books and has several others under contract or in review and has published a number of refereed journal articles and book chapters. Luciana has over 20 years of teaching experience in the field of TESOL and was an elected board member for the TESOL International Association (2013-2016) before being elected President. Among many awards and honors, she was the recipient of the Mid-Career Award (2017) by the Second Language Research special interest group and the Early Career Award (2012) by the Bilingual Education Research special interest group of AERA.