ana christina da silva iddings university of arizona … · its mission to strengthen connections...
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ANA CHRISTINA DA SILVA IDDINGS UNIVERSITY OF ARIZONA 1430 E. 2nd Street
Tucson, AZ 85718 (520) 626-7783
Chronology of Education
2001 Ph.D., University of Nevada, Las Vegas, Dept. of Curriculum & Instruction. Program Emphasis: Teaching English as a Second Language and Literacy. Cognate area: Contemporary Studies in Sociology and Anthropology. Dissertation Title: On Breaking Ground: Second Language Literacy and Language Learning Through Sociocultural Practices.
1996 M. Ed., University of Nevada, Las Vegas, Dept. of
Curriculum & Instruction. Emphasis Area: Teaching English as a Second Language.
1992 Teacher Certification Program, State of Florida. Florida International University, Miami, Florida. 1991 B.A., Liberal Arts and Education, California Polytechnic
State University, San Luis Obispo, CA. Chronology of Employment 2010-present Associate Professor of Language, Literacy and Culture.
Department of Teaching, Learning, and Sociocultural Studies, University of Arizona, Tucson, AZ. Affiliate Faculty of Second Language Acquisition and Teaching and Mexican American Studies Departments.
2006-2010 Assistant Professor of Language, Literacy and Culture.
Department of Teaching, Learning, and Sociocultural Studies, University of Arizona, Tucson, AZ. Affiliate Faculty of Second Language Acquisition and Teaching and Mexican American Studies Departments.
2003-2006 Assistant Clinical Professor of Elementary Education,
Director of Elementary Education Programs, Peabody College of Education, Vanderbilt University.
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2002-2003 Assistant professor of TESOL and Literacy, Department of Curriculum and Instruction, University of Nevada, Las Vegas.
2001-2002 Assistant Professor of Language and Literacy Learning,
Peabody College of Education, Vanderbilt University, Nashville, TN.
K-12 Teaching Experience 1994-2001 K, 1st , 2nd Grade Teacher. Cyril Wenger Elementary. Las
Vegas, NV 1991-1994 Pre-K, K, 1st Grade Teacher. King’s Meadow Day School.
Miami, FL. Specialized Education and Training 2012 -2013 East Side Institute: An International Educational Research and
Training Center for Human Development and Community. In this project, I have engaged in participatory and comparative research in various parts of the world (e.g., Bangladesh, Brazil, Colombia, South Africa, India) toward innovative approaches to human development, schooling, learning and community building with particular focus on vulnerable populations (e.g., children living in situations of homelessness, violence, undocumented status).
Honors 2009 Erasmus Circle Fellowship Award, College of Education
for scholarship, teaching, and service. 2002 Portrait of Success Award, KLAS, Channel 8, CBS News
affiliate. Awarded for Contributions to the Hispanic Community
2001 Outstanding Faculty Recognition by Omega Chi Kappa,
sorority, Vanderbilt University. 2001 Dissertation of the Year Award, College of Education,
University of Nevada, Las Vegas. 1999 Disney Teaching Awards nomination for teacher of the
year. 1998 National Teacher of the Year nomination.
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Research Center Activities 2012-present Co-Founder and Co-Director (with Iliana Reyes)—The
University of Arizona Research Center for Family, Community, and School Engagements. This Center has as its mission to strengthen connections between university, communities, families, and schools. We aim to learn with families and community organizations and to engage in participatory action research towards the improvement of schooling for English Language Learners.
Editorial Activities 2012-present Associate Editor, The Journal of Literacy Research (JLR).
This is a major research journal in the US devoted to publishing empirical work in the area of reading and English Language Arts. The Journal of Literacy Research has the second highest impact factor in literacy studies.
2011-present Associate Editor, Urban Education Urban Education (UEX) publishes papers addressing urban
issues of learners from birth through graduate school, from both a U.S. and an international perspective. For nearly 50 years, this publication has provided commentary on key issues from gender-balanced and racially diverse perspectives.
2012-present Editorial Board for Language and Sociocultural Theory. This
journal draws upon research in linguistics and applied linguistics, psychology and cognitive science, anthropology, cultural studies, and education. Particular emphasis is placed on applied research grounded on sociocultural theory where language is central to understanding cognition, communication, culture, learning and development.
Publications/Creative Activity
Refereed Scholarly Books
DaSilva Iddings, A. C. (in progress). Communities as
Resources in Early Childhood Teacher Education
[CREATE]: An Ecological Research Approach to the
Education of Linguistically Diverse Students. New York,
NY: Routledge.
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McCafferty, S.G., Jacobs, G., and DaSilva Iddings, A. C. (2006). Cooperative Learning and Teaching in the Second Language Classrooms. Language Education Series, J. C. Richards (Ed.). New York, NY: Cambridge University Press.
Refereed Journals Guest Editor, Special Issue (Peer-reviewed)
DaSilva Iddings, A. C. & Moll, L. Co-Editors (2010), Special Issue on Second and Foreign Language Learning and Teaching. Mind, Culture, and Activity, 17 (4).
Peer-Reviewed Articles
DaSilva Iddings, A. C., Combs, M. C, & Moll, L. C. (in press). The Literacy Education of English Language Learners: Partnerships between Families, Communities, and Schools. Handbook on Urban Education. Milner, R. H. (Ed.).
DaSilva Iddings, A. C. & Turkan, S. (2012). That Child Is a Yellow: New Immigrant Children’s Conceptions of English Language, Literacy, and Learners’ Identities. Theory into Practice, 51(4) 273-280
DaSilva Iddings, A. C. & Rose, B. C. (2012). Developing pedagogical practices for English language learners: a Design-based Approach. Pedagogies: An International Journal, 7(1) 23-44. DaSilva Iddings, A.C., Combs, M. C., Moll, L.C. (2012). In the arid zone: Drying out resources for English Language Learners through policy and practice. Urban Education, 47 (2) 495-514.
DaSilva Iddings, A. C. & McCafferty, S. G. (2011). Conscientização Through Graffiti Literacies in the Streets of São Paulo Neighborhood: An Ecosocial Semiotic Perspective. Reading Research Quarterly, 41(6) 5-21. DaSilva Iddings, A. C. & Moll, L. (2010), Introduction to the Special Issue on Second and Foreign Language
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Learning and Teaching. Mind, Culture, and Activity, 17(4) 1-5.
Jang, Eun-Young & DaSilva Iddings, A. C. (2010). Understanding Classroom Interactions: Social and Procedural Practices as Cultural/Semiotic Resources for English Language Learners. Mind, Culture, and Activity, 17(4) 37-56. DaSilva Iddings, A.C. (2009). Bridging Home and School Literacy Practices and Empowering Families of Recent Immigrant Children: A Sociocultural Approach. Theory into Practice, 48(4), 304-312.
DaSilva Iddings, A. C., Risko, V. & Rampulla, P. (2009). When you don't speak their language: Guiding English-language learners through conversations about text. The Reading Teacher, 63(1), 52-61.
DaSilva Iddings, A. C. & Jang, E. Y. (2008). The mediational role of classroom practices during the silent period: new immigrant children learning the English language in the mainstream classroom. TESOL Quarterly, 42(4), 567-590.
DaSilva Iddings, A. C. & Katz, L. (2007). Integrating home and school identities of recent-immigrant Hispanic English language learners through classroom practices. Journal of Language, Identity, and Education, 6(4), 1-16. DaSilva Iddings, A. C. & McCafferty, S. G. (2007). Carnival in a Mainstream Kindergarten Classroom: A Bakhtinian Analysis of Second Language Learners' ‘Off-Task’ Behaviors. Modern Language Journal, 91(1), 31-44. Singer-Gabella, M.; DaSilva Iddings, A.C.; Paulsen, K.; Smithey, M. Hardenbrook, M.; Palmeri, A.; Schauble, L.; & Benbow, C. (2007). From Teacher Education to P-12 Learning Outcomes: The New Burden of Proof. Teaching and Learning: The Journal of Natural Inquiry and Reflective Practice, 21(2), 115-138.
DaSilva Iddings, A. C. (2005). Linguistic access and participation: Second language learners in an English dominant second grade Classroom. Bilingual Research Journal, 29(1), 165-183.
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DaSilva Iddings, A.C. (2005). A Time and Place for Literacy: A welcoming center for recent immigrants to American schools. The Journal of the National Association on Young Children, 30-34
Peer-Reviewed Articles in Preparation DaSilva Iddings, A. C. (in review). Understanding the Potential Academic Achievement of English Language Learners in Elementary Classrooms through Dynamic Assessment. Assessment in Education.
DaSilva Iddings, A. C. & Dos Santos, A. (in preparation). Language and Emotion: Stories of Immigrant Mothers Re-told by their American Children.
DaSilva Iddings, A. C. (in preparation). Building a Base of Useable Knowledge for the Literacy Education for English Language Learners: Family and Community Connections and Praxis. Reyes, I. & DaSilva Iddings, A. C. (in preparation). Pre-Service Teachers’ Learning About the Development of Bi-Literacy and Bilingualism for Pre-School Children through Home Visits: A Funds Of Knowledge Perspective.
Chapters in Refereed Scholarly Books
Combs, M. C., DaSilva Iddings, & Moll, L. C. (in press). Linguistic Apartheid: From the colonial era to the English-only movement in the United States. In Affirming Language Diversity in Schools and Society: Beyond linguistic apartheid. Pierre Orelus. (Ed.).
DaSilva Iddings, A. C. & Rose, B. (2010). Promoting educational equity for recent-immigrant children in English-dominant classrooms. What does it take? In Milner, R. (Ed.). Empowering Teachers for Equity and Diversity: Progressive Perspectives on Research, Theory, and Practice, pp. 106-12. New York, NY: Palgrave/McMillan. Katz, L. & DaSilva Iddings, A. C. (2009). Classroom positionings and children’s construction of linguistic and racial identities in English-dominant classrooms. In R.
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Kuboto (Ed.). Race, Culture, And Identity In Second Language Education, pp. 139-157. New York, NY: Routledge.
DaSilva Iddings, A. C. (2008). The Writing on the Wall: Graffiti and Other Community/School Practices: An example from Brazil. In J. Scott, D. Stracker, & L. Katz (Eds.). Affirming Students’ Right to Their Own Language. New York, NY: Lawrence Erbaum Associates, pp. 291-302.
DaSilva Iddings, A. C. & McCafferty S. G. (2006). Second language learners and cooperative interactions in a bilingual kindergarten classroom. In McCafferty, S. G., Jacobs, G. and A. C. DaSilva Iddings (Eds.), Cooperative Learning and Teaching in Second Language Classrooms, New York, NY: Cambridge University Press, pp. 55-73. Jacobs, G., McCafferty, S.G., & DaSilva Iddings, A. C. (2006). Roots of cooperative learning in general education. Cooperative Learning and Teaching in Second Language Classrooms, McCafferty, S. G., Jacobs, G. and A. C. DaSilva Iddings, New York, NY: Cambridge University Press, pp. 9-17. DaSilva Iddings, A. C. (2006). Cooperating in a second language: an afterword. In McCafferty, S. G., Jacobs, G. and A. C. DaSilva Iddings (Eds.), Cooperative Learning and Teaching in Second Language Classrooms, New York, NY: Cambridge University Press, pp. 177-180.
DaSilva Iddings, A.C., Haught, J., & Devlin, R. (2005). Multimodal ways of re-representation of the self: English language learners in a mainstream classroom. In Hall, J. K. (Ed.) Bakhtinian Contributions to Second Language Learning, New York, NY: Lawrence Earbaum Associates, pp. 33-53. DaSilva Iddings, A. C. & McCafferty, S.G. (2005). Language play and language learning: Creating zones of proximal development in a third-grade classroom. In Tyler, A. (Ed.), Georgetown University Round Tables on Language and Linguistics: Language in Use, Washington, D. C.: George Town University Press, pp. 112-122.
Book Reviews
DaSilva Iddings, A. C. (2010). A Locus of Complexities: A Review of The Bilingual Child--Early Development and Language Contact. Mind, Culture and Activity.
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Neely, A.; Barger, B. P.; Bercaw, L.; Espinosa, M.; Hundley, M.; DaSilva Iddings, A. C. & Smith, R. (2009). Discipline and Characters in Children’s Literature. Language Arts, 87(1), 72-79. DaSilva Iddings, A. C. (2009). On Rose Drury’s ‘Young bilingual learners at home and at school: Researching multilingual voices’. International Journal of Bilingual Education and Bilingualism, 12(2), 254-257. DaSilva Iddings, A. C. (2007). On Charmian Kenner’s ‘Becoming bilingual: Young children learning different writing systems.’ A book review. International Journal of Bilingual Education and Bilingualism, 10 (2), 252-256.
Encyclopedia Articles; peer reviewed DaSilva Iddings, A. C. (2010). Entry for Encyclopedia
of Cross-Cultural School Psychology on the topic of TESOL.
Electronic Publications, peer reviewed
Hyatt, K. & DaSilva Iddings, A. C. (2005). Transforming schools from within: making a case for inclusionary practices. Teaching Exceptional Children Plus, 1(3), 1-11.
Electronic Publications Non-peer reviewed
NCTE Position Paper on the Role of English Teachers in Educating English Language Learners (ELLs). Prepared by the ELL task force (including A. C. DaSilva Iddings) for the National Council for Teachers of English (2006) http://www.ncte.org/about/over/positions/category/div/124545.htm
Scholarly presentations (Discussant)
DaSilva Iddings, A. C. (2012, November). La lucha (the struggle): research and practice responding to inequitable immigration policy. Kris Gutierrez, Rosa Jimenez, Sonia Nieto, Django Paris. Colloquium discussant. NCTE. Las Vegas, NV.
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DaSilva Iddings, A. C. (2012, June). Discourse Analysis in Educational Research. Colloquium discussant. Columbus, OH. DaSilva Iddings, A. C. (2010, March). Research on Second/Foreign Language Teacher Interactions with Learners. Colloquium discussant. American Education Research Association (AERA), New York, NY.
DaSilva Iddings, A. C. (2007, April) Young Children and Youth Struggling With Bilingualism and Literacy. Colloquium discussant. American Education Research Association (AERA), Chicago, IL.
Symposia (Presenter & Organizer)
DaSilva Iddings A.C. (2013, December) with Clift, R; Jurich, D., Reyes, I., Short, K. Promoting Educational Equity for Linguistically Diverse Students: A Comprehensive Approach to Early Childhood Literacy Teacher Education. Research Symposium. Annual Conference of the Literacy Research Association. Dallas, TX (submitted).
DaSilva Iddings A. C. (2011) with Clift, R.; Jurich, D., Reyes, I., Short, K. Enacting a New Vision of Early Childhood Literacy Education. Research Symposium. Annual Conference of the Literacy Research Association. Jacksonville, FL. November 30, 2011.
1. 2. DaSilva Iddings A. C. (2010, November). Diverse voices in
action: Are we doing our jobs? Symposium Organizer. National Council for Teachers of English (NCTE), Orlando, FL.
DaSilva Iddings A. C. (2010, November). Students Rights to Their Own Languages: Symposium Organizer. National Council for Teachers of English, (NCTE), Orlando, FL.
3. DaSilva Iddings A. C. (2009, November). What does "English" really mean? When many languages, dialects, and variations are in one classroom, what's a teacher to do? Symposium organizer. Bloome, D.; Fu, D.; Goodman, Y.; Scott, J., presenters. National Council for Teachers of English (NCTE), Philadelphia, PA.
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DaSilva Iddings A. C. (2009, November). All Those Discourse Communities! Using What Students Know To Foster Language Learning For All. Symposium organizer. Lowe, K.; Sotter, A; Troth, R., presenters. National Council for Teachers of English (NCTE), Philadelphia, PA.
DaSilva Iddings, A. C., Katz, L., Scott, J. (2008,
November). What Teachers Should Know About Language In Order To Effectively Teach The Linguistically Diverse? Multiple Perspectives on an Empirical Question. Symposium organizer and presenter. National Council for Teachers of English (NCTE), San Antonio, TX. DaSilva Iddings, A. C., Meyer, R., Hadgeanou, X. (2008, November). Shift Doesn’t Just Happen: We have to make it happen: Action as Advocacy/Building Points of Entry – Students’ Right to Their Own Language in the 21st Century. Symposium organizer and presenter. National Council for Teachers of English (NCTE), San Antonio, TX. DaSilva Iddings, A.C., (2008, September). Graffiti and Human Consciousness. Symposium organizer and presenter. McCafferty, S., Batista, J., presenters. Leander, K., discussant. International Society for Cultural and Activity Research (ISCAR), San Diego, CA.
Invited Presentations (Featured speaker): DaSilva Iddings, A. C. (2012, November).
Comprehensive approach towards teaching English Language Learners. NCTE, Las Vegas, NV.
DaSilva Iddings, A. C. (2007, February). Embodied Language Learning: Imitation, Play, and Performance. NCTEAR, Nashville, TN. DaSilva Iddings (2006, April). The New Latino Immigration to Tennessee: Opportunities and Challenges: An Educational Focus. Tennessee Conference on Immigration. University of Tennessee, Knoxville, TN. DaSilva Iddings (2003, May). Communities Left Behind: Second Language Students in the Mainstream Classroom. International Reading Association (IRA), Orlando, FL.
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DaSilva Iddings (2003, March). Language Play, Semiotics, and Second Language Learning. Invited Panelist for Sociocultural and Activity Theories, Teachers of English to Speakers of Other Languages (TESOL), Baltimore, MD.
Refereed Presentations: International
Reyes, I. & DaSilva Iddings (2012, June). Family, Community and School Literacy Connections. International Qualitative Research Conference. Guanajuato, Mexico. DaSilva Iddings, A. C. & Combs M. C. (2012, January). Linguistic Apartheid in Arizona Public Schools. Convencion Mundial de Educacion, Meeting of the World Council of Academic Scholars and Researchers in Education. Habana, Cuba. DaSilva Iddings, A. C. & Soto-Sonera, J. (2011, September). Play and Self-regulation for Language Learning. ISCAR, Rome. DaSilva Iddings, A.C. & Turkan, S. (2011, September). Master Myths of Assessment and Language Ideologies. ISCAR, Rome.
DaSilva Iddings, A. C. & McCafferty, S. (2009, June). A Bakhtinian Analysis of Graffiti Art. The Second Interdisciplinary Mikhail Bakhtin Conference, Stockholm, Sweden. DaSilva Iddings A. C. (2005, September). The Writing on the Wall: Graffiti and Other Literacy Practices. An example from Brazil. International Society for Cultural Activity Research (ISCAR), Seville, Spain. Arzubiaga, A. & DaSilva Iddings, A. C. (2005, September). Si No Entiendo a Quien le Importó. Immigrant Families Reading Comprehension and Identity: Towards Redefinitions. International Society for Cultural Activity Research (ISCAR), Seville, Spain. DaSilva Iddings, A. C. (2004, August). Copy-Cats: Developing Language and Literacy Awareness for Newly-Immigrant Mexican Children In a third-grade English-Dominant Classroom. 9th. Research Gathering for Sociocultural
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Theory and Second Language Learning. Nijmegen, Holland.
National
DaSilva Iddings, A. C. & Dos Santos, A. (2013, April). Language and Emotion: Stories of Immigrant Mothers Re-told by their American Children. American Educational Research Association (AERA). San Francisco, CA. Submitted DaSilva Iddings, A. C. & Soto-Sonera, J. (2013, April). Design-Based Research in Early Childhood Teacher Education and
Professional Development: Building a Base of Useable
Knowledge in Educating the Linguistically Diverse.
American Educational Research Association (AERA). San Francisco, CA. Submitted. DaSilva Iddings A. C. & Reyes, I. (2013, April). Pre-Service Teachers’ Learning About the Development of Bi-Literacy and Bilingualism for Pre-School Children through Home Visits: A Funds Of Knowledge Perspective. American Educational Research Association (AERA). San Francisco, CA. Submitted Reyes, I. & DaSilva Iddings, A. C. (2012, December). Pre-service Teachers’ Perspectives on the Language and Literacy Development of Pre-School English Language Learners through Home Visits. Literacy Research Association (LRA). San Diego.
DaSilva Iddings, A. C. & Jang, E. Y. (2010, May). Identity, positioning, and self-regulation: New immigrant children in English-only contexts. American Educational Research Association (AERA), Denver, CO (accepted). DaSilva Iddings, A. C. (2009, October). Understanding Dynamic Assessment Possibilities for English Language Learners in Mainstream Classrooms, The XVI Sociocultural Theory and Second Language Learning Research Gathering. Miami, FL.
DaSilva Iddings, A. C. (2009, March). Guiding Spanish-Dominant English Language Learners Through Conversations about Texts. American Educational Research Association (AERA), San Diego, CA.
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DaSilva Iddings, A. C. & Turkan, S. (2009, March) That child is a yellow: Conceptual metaphors and English language ideologies of the NCLB era. American Educational Research Association (AERA), San Diego, CA.
DaSilva Idddings, A. C. (2008, September). Playing School in a Second Language. International Society for Cultural Activity Research (ISCAR), San Diego, CA. DaSilva Iddings, A. C. (2008, September). Dynamic Assessment Possibilities for English Language Learners. International Society for Cultural Activity Research (ISCAR), San Diego, CA.
DaSilva Iddings, A. C. (2008, March). Understanding the Potential Academic Achievement of English Language Learners in Elementary Classrooms through Dynamic Assessment. American Educational Research Association (AERA), New York, NY.
DaSilva Iddings, A. C. & McCafferty, S. (2008, March). Promoting Literacies and Civic Responsibility: A Visiosemiotic Analysis of Graffiti Art in the Streets of Brazil. American Educational Research Association (AERA), New York, NY.
DaSilva Iddings, A. C. (2007, November). Locating Linguistically Minority Voices In Classrooms And Communities. National Council for Teachers of English (NCTE), New York, NY.
DaSilva Iddings, A.C. (2007, November). Locating Voices In Classrooms And Communities. National Council for Teachers of English (NCTE), New York, NY.
DaSilva Iddings, A. C. & Rose, B. (2007, April). The Impact of an In-Situ, Research-Based Teacher Development Program on the Achievement of Reading Comprehension for Spanish-Speaking English Language Learners. American Educational Research Association (AERA), Chicago, IL. DaSilva Iddings, A. C. & Rose, B. (2007, April). A Design Experiment Approach to the Study of Innovative Reading Comprehension Practices for English Language Learners in a 4th Grade Classroom. American Association for Applied Linguistics (AAAL), Costa Mesa, CA.
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DaSilva Iddings, A. C. & Jang, E. Y. (2007, March). Re-thinking the Silent Period. Teachers of English to Speakers of Other Languages (TESOL), Seattle, WA. DaSilva Iddings, A. C. (2006, November). Legislated, Litigated, Language Policies and Practices Impacting the Achievement of English Language Learners in American Schools. National Council for Teachers of English (NCTE), Nashville, TN. DaSilva Iddings, A. C. & Jang, E. Y. (2006, June). From Experience to Language: Re-assessing the Silent Period. American Association for Applied Linguistics (AAAL), Montreal, Canada. DaSilva Iddings, A. C. & Risko, V. (2006, April). Mediating Conversations About Texts to Enhance Reading Comprehension for English Language Learners: A Multifaceted Analysis Across Diverse Settings. American Educational Research Association (AERA), San Francisco, CA. DaSilva Iddings, A. C. (2006, April). Understanding Classroom Interactions: Moving From Rhetoric to Practice in Literacy Instruction. American Educational Research Association (AERA), San Francisco, CA. DaSilva Iddings, A. C. & Jang, E. Y. (2006, April). Reassessing the Role of the Silent Period: New Immigrant Children Learning the English Language. American Educational Research Association (AERA), San Francisco, CA. DaSilva Iddings, A. C. & Katz, L. (2005, April). Latino and African American Language Minority Students Identity Construction: Conflating Issues. American Educational Research Association (AERA), Montreal, Canada.
DaSilva Iddings, A. C. (2004, November). Students Rights to Their Own Language: Listening to Authentic Voices. National Council for Teachers of English (NCTE), Indianapolis, IN.
DaSilva Iddings, A. C. (2004, April). When Cuba Meets Laos: Multimodal Representations and the Sense of Self. Teachers of English to Speakers of Other Languages (TESOL), Long Beach, CA.
DaSilva Iddings, A. C. (2003, November). Copy-Cats:
Communicating and Expressing New Understandings in a New
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Language. The National Writing Project, San Francisco, CA.
DaSilva Iddings, A. C. & Katz, L. (2003, November).
Exploring Narrative through Codeswitching and Play: Mono- and Multilingual Children. National Council for Teachers of English (NCTE), San Francisco, CA.
Regional
DaSilva Iddings, A. C. (2009, November). How to engage emergent English Language Learners in conversations about text? Tucson Teachers Applying Whole Language (TAWL), Tucson, AZ. DaSilva Iddings, A. C. & Reyes, I. (2008, September). Culturally Responsive Teaching. Southern Arizona Chapter of American Education for Young Children (SAzAEYC), Tucson, AZ.
DaSilva Iddings, A. C. & Naylor, K. (2007, March).
Connecting Self and Other through Cultural Universals. Children’s Literature Conference, March 3, 2007. Tucson, AZ.
DaSilva Iddings, A. C. (2006, September). The Current
Circumstances of Latino Students in American Schools. Arizona Literacy Teacher Educators Second Annual Conference (AzLTE), Phoenix, AZ.
Grants
2010 Title: CREATE – Community as Resources in Early Childhood Teacher Education
Funding Agency: Helios Foundation. Project Description: A community-based early
childhood pre-service and professional development program to comprehensively address and improve early literacy education for English language learners and their families.
Status: Awarded Amount: $1,680,000.00 Role: Principal Investigator, Co-Director, and Co-author
for the grant. 2009-2011 Title: First Things First External Evaluation Research Team
(Arizona Board of Regents University Consortium) Ron Marx, Principal Investigator
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Funding Agency: State of Arizona, First Things First Project Description: An evaluation research to measure
the effectiveness and accessibility of First Things First services and initiatives concerning young children and families in the State of Arizona
Status: Awarded Amount: $27,180,000.00 Role: Co-Director of Family and Community Case-
Studies, Co-author of the grant. 2009-2011 Title: KIDCO Evaluation and Design Project. $20,000. Pima
Funding Agency: Pima Educational Research Collaborative—Pima County and the College of Education.
Project Description: Mixed method analysis of effectiveness of KIDCO afterschool programs
Amount: $20,000 Status: Awarded Role: Co-Principal Investigator in collaboration with Luis
Moll and Cecilia Rios Aguilar. 2009-2011 Title: Art for Creative Thinking (ACT): Music in afterschool
settings Project Description: A mixed-method analysis of
effectiveness of ACT in an afterschool program Amount: $10,000 Status: Awarded Role: Principal Investigator and author of the grant 2009 Title: Community of Practice—Professional Development
Partnership Grant between United Way the UA College of Education $50,000—Donna Jurich, Principal Investigator.
Funding Agency: Central Pima Partnership Council Project Description: A masters degree program in Early
Childhood Education that integrates various professional communities such as schools, professional organizations, and community centers.
Status: Awarded Amount: $50,000 Role: Faculty member; co-author of the grant 2008-2009 Title: Beyond SEI Bilingual/ ESL Online Endorsement
Program—Norma Gonzalez, Principal Investigator Funding Agency: The University of Arizona, Office of
the Provost.
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Project Description: The creation of an online teaching endorsement program preparing teachers to teach students who are bilingual and/or English language learners.
Amount: $80,000. Status: Awarded Role: Team member and co-author of the grant 2007-2008 Title: Envisioning Dynamic Possibilities for Improving Reading
Comprehension for English Language Learners. Funding Agency: PERC Grant Award. Project Description: Implementing Dynamic
Assessment procedures to promote English language learners’ writing development and as a complement to standardized forms of state assessment.
Amount: $15,000. Status: Awarded Role: Principal Investigator
2005 Title: Stepping Ahead: Understanding Evidence in Current Evidence-
based Accountability Reforms; $8,000 Funding Agency: Peabody College of Vanderbilt University Project Description: The creation of comprehensive evidence-based assessment to correlate Peabody’s teacher preparation programs with Pre-Kindergarten-12 outcomes in reading and language arts.
Amount: $8,000 Status: Awarded Role: Co-Principal Investigator and co-author of the grant n collaboration with Marie Hardenbrook and Marcy Singer-Gabella.
2001-2002 Title: Becoming Bilingual and Bi-literate: New Immigrant
Students Entering Kindergarten
Funding Agency: Peabody College of Vanderbilt University Project Description: An ethnographic microanalysis of the language and literacy learning processes of second language students included in the mainstream kindergarten classroom Amount: $8,000. Status: Awarded Role: Principal Investigator
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Service/Outreach Local/State Outreach 2008-present Board member for the Southern Arizona Association for
the Education of Young Children 2008-present P-20 Ad Hoc Early Childhood Committee—State of
Arizona 2008-present Early Childhood Literacy Subcommittee—State of
Arizona 2006-present Member of the Professional Preparation Board.
Partnerships between the College of Education at the University of Arizona and area school districts.
2001-2003 Cambridge Community Center/University of Nevada Las
Vegas/America Reads Partnership. Coordinator and Organizer.
2002-2003 Clark County School District/ University of Nevada
Partnership Programs, Director of Bilingual Teacher Education Programs. Las Vegas, NV.
National/International Outreach Offices held in National Professional Organizations 2008-2011 Director of the Commission on Language—National
Council for Teachers of English (National Council for Teachers of English--NCTE) (member since 2001).
2007 Member of Task Force to issue a position paper on the
education of English Language Learners (NCTE). International: 2007-present Visiting Scholar--Projeto Comunidade/Escola Aprendiz—São Paulo, Brazil Consulting 2012 Consultant with the Peabody Research on Teacher
Education. Vanderbilt University. May, 2012
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2008 Consultant for The Peabody Research Group—
Vanderbilt University grant proposal and implementation of Early Reading First—Early Childhood Literacy for English Language Learners.
Editorial Advisory Boards 2007-present Editorial Advisory Board for the Open Journal of Applied Linguistics 2006-present Editorial Advisory Board for the Yearbook of the National
Reading Conference 2004-present Editorial Advisory Board for NAEYC’s Tennessee Children 2000-2002 Editorial Advisory Board for Reading Research Quarterly Review Activities Reviewer for Conferences 2008-present Reviewer for the American Educational Research
Association, Special Interest Section on Cultural Historical Activity Theory
2004-present Reviewer for American Educational Research
Association, Divisions C, K and G—National Conference.
2003 Reviewer for Applied Linguistics Division—TESOL
National Conference. Reviewer for Peer-Refereed Journals 2010, 2011, 2012, 2013 Referee for Reading Research Quarterly 2010 Referee for Modern Language Journal 2009 Referee for Mind, Culture, and Activity 2009 Referee for Journal of Teacher Education 2009 Referee for Modern Language Journal
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2008 Referee for Reading Research Quarterly 2008 Referee for TESOL Quarterly 2007 Referee for Modern Language Journal 2006 Referee for Teachers College Record Reviewer for Grant Proposals
2007 Referee for Social Sciences and Humanities Research Council of Canada
2006 Referee for Social Sciences and Humanities Research
Council of Canada Department of Teaching and Teacher Education Committees 2009 (Fall) Committee Member for Teacher Education Programs
2009 (Spring) Committee Member for the Evaluation of Clinical
Instructors
2008 (Spring): Coordinator, Elementary Program Assessment and
Reorganization
2008 (Spring): Search Committee Chair. Director of Elementary
Education
2008 (Spring): Committee Member for the Evaluation of Clinical
Instructors
2008 (Summer): Search Committee Member, Director of Cooper Science
Center
2007 (Spring): Search Committee Member, Clinical Instructors (Literacy, Science, and Social Studies Education)
2007- 2009: Committee Member Bilingual Certification Program Assessment and Reorganization
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2006-2008: Early Childhood Education Program Development Task-
force.
College of Education Committees
2008-present Leading UA Faculty Researcher and Co-Director of the Family and Community Case Studies for First Things First External Evaluation Research Project (in collaboration with Norma Gonzalez, Iliana Reyes, Cecilia Rios-Aguillar, Elizabeth Swadener, and Joseph Tobin).
2009 (Spring): Search Committee Member, Senior Program Coordinators for First Things First External Evaluation Project.
2009 (Summer) Member of the infrastructure-building team for First Things First External Evaluation Project (Family and Community Case Study)
2009 (Summer) Presenter for Stakeholders Meeting for First Things First External Evaluation Project (San Manuel Regional Partner Council).
2009 (Fall) Hiring Committee Member for Qualitative Interviewers (QIs) for the Family and Community Case Studies--First Things First External Evaluation Project.
2009 (Fall) Training Committee Member for Qualitative Interviewers (QIs) for the First Things First External Evaluation Project.
2009 (Fall) Family Recruitment Coordinator for the Family and Community Case Studies--First Things First External Evaluation Project.
2008-2009 Member of the Grant Writing Team for First Things First External Evaluation Project.
2006-present Annual Children’s Literature Conference, Organizing
Committee
References
Luis Moll, Professor of Language, Reading, and Culture College of Education The University of Arizona
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P.O. Box 210069 Tucson, Arizona 85721-0069 (520) 621-1463 email: [email protected] James P. Lantolf, Professor of Language Acquisition and Applied Linguistics Center for Language Acquisition The Pennsylvania State University 304 Sparks Building University Park, PA 16802-5203 Phone: (814) 863-7035 Fax: (814) 865-1316 Email: [email protected] Alfredo J. Artiles, Ph.D., Professor Arizona State University P. O. Box 871011 Tempe, AZ 85287 (480) 965.0391 (480)727.7012 [email protected]