Department of Curriculum and Instruction Webpage

• de Oliveira, L. C. (2011). Knowing and writing school history: The language of students' expository writing and teachers' expectations. Information Age Publishing.*

  *Recipient of the David E. Eskey Award for Curriculum Innovation, California Teachers of English to Speakers of Other Languages (CATESOL)

• de Oliveira, L. C., & Cheng, D. (in press, 2011). Language and the multisemiotic nature of mathematics. The Reading Matrix.

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

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

• 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.

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

• 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., & 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

• 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. (2010c). 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.

• 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.
• 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.

• 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). Graduates' reports of advocating for English language learners. Journal of Teacher Education, 58(3), 202-215.