Dr. de Oliveira’s engagement work focuses on preparing all teachers to teach the content areas to EABs. She was the inaugural recipient of the university-level Faculty Engagement Scholarship Award at Purdue University for her engagement work with schools in Indiana.
In Miami, she is as a Professor-in-Residence at Sunset Elementary School, an international school with many multilingual students. In this role, she supervises student teachers, serves as a liaison to University of Miami faculty, and provides professional development for the school.
In addition to her work as a teacher and researcher, Dr. de Oliveira has been working actively as a consultant for various colleges and universities as well as K-12 schools both in the United States and abroad. Dr. de Oliveira is an approved English Language Specialist with the U.S. Department of State. The English Language Specialist Program is a U.S. Department of State public diplomacy initiative that sends experts in the field of English language education (TESOL) to lead intensive English language teacher training projects overseas. Specialist assignments range from 10 working days to three months. Projects are designed by U.S. Embassies to address specific local needs.
She has presented keynote and plenary addresses at a wide range of local, national and international conferences.
Dr. de Oliveira’s consulting may include (but is not limited to) the following areas:
- Preparing content area teachers to work effectively with EAB writers in K-12 schools.
- Preparing teachers to address the needs of EABs in K-12 mainstream programs.
- Developing second language writing programs in international contexts.
Topics for Presentations, Consulting or Teacher Professional Development
- Second language writing in elementary and secondary schools: This topic includes a genre-based approach to teaching writing to bi/multilingual students at the elementary and secondary school levels. This approach emphasizes an apprenticeship model based on expectations, modeling, joint construction, and independent construction.
- Content and language integration: A language-based approach to content instruction: This topic includes preparing teachers to address both language and content in English as an additional language (EAL) as well as content classrooms. We focus on analyzing content area texts to identify challenges and ways to focus on language.
- Scaffolding for meaningful interactions in EAL classrooms: Scaffolding refers to instructional techniques used to move bi/multilingual students gradually toward stronger understanding and independence. These include planned and interactional scaffolding that differentiate structured support from other kinds of scaffolding and consider ways to use scaffolding to guide instruction for bi/multilingual students.
- Teaching English to young learners: This topic includes preparing teaching materials and techniques focused on collaboration, communication, and creativity, addressing all four skills as well as grammar and vocabulary. These include modeling techniques and activities, giving participants an authentic understanding of what bi/multilingual students would experience during lessons.
- Visual Thinking Strategies (VTS) for teaching English: Visual Thinking Strategies (VTS) is a teaching method which enables bi/multilingual students to develop literacy and critical thinking skills. Teaching is centered on a painting, drawing, photography, or other visuals that can be connected to the language and content area curriculum.
For more information, please see her CV.