Luciana C. de Oliveira

Assistant Professor
Literacy and Language Education
Department of Curriculum & Instruction

Education

Ph.D.	University of California, Davis, 2006, Education (Language, Literacy, and Culture)
M.A.	California State University, East Bay, 1999, English (Teaching English to Speakers of Other Languages)
B.A.	Sao Paulo State University, 1997, English and Portuguese

Courses Taught

EDCI 370	Teaching English as a New Language
EDCI 526	Language Study for Educators
EDCI 519	Literacy and Language Instruction for Learners of English as a New Language

Professional Experience

2006-Present	Assistant Professor of Literacy and Language Education Department of Curriculum & Instruction College of Education, Purdue University, West Lafayette, IN
2003-2005	Linguistics Researcher, The History Project University of California, Davis, in conjunction with Grant Unified School District and Sacramento City School District, Davis, CA
2001-2002	Associate Instructor Undergraduate English as a Second Language (ESL) Program Department of Lingusitics, University of california, Davis, Davis, CA
2000-2001	Associate Instructor Graduate English as a Second Language (ESL) Program Department of Linguistics, University of California, Davis, Davis, CA
2000-2005	Assistant Tester Graduate English as a Second Language (ESL) Program Department of Linguistics, University of California, Davis, Davis, CA
1999-2000	Lecturer Critical Writing Program Department of English, California State University, East Bay, Hayward, CA
1998-1999	Associate Instructor Intensive Learning Experience (ILE) Writing Program Department of English, California State University, East Bay, Hayward, CA

Research

Research interests include the challenges of academic language for English language learners in the content areas in secondary school, second language writing, diversity and equity in teacher education, nonnative English-speaking professionals in TESOL.

Selected Publications

• de Oliveira, L. C. (in press, 2008). "History doesn't count": Challenges of teaching history in California schools. The History Teacher.
• Kamhi-Stein, L. D. & de Oliveira, L. C. (2008). Mentoring as a pathway to leadership: A focus on nonnative English-speaking professionals. 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.
• 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., & 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.
• 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 Program or Curriculum for Adults (TESOL Curriculum Development Series). Alexandria, VA: Teachers of English to Speakers of Other Languages.
• de Oliveira, L. C. (2007). Academic language development in the content areas: Challenges for English language learners. INTESOL Journal, 4(1), 22-33.
• 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., & Athanases, S. Z. (2007). Program 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. & Nielsen, S. (2006). Landing your ideal TESOL job: Tips for success. Proceedings of the 2006 CATESOL State Conference. Available at www.catesol.org
• 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 (pp. 294-306). Ann Arbor: the University of Michigan Press.