Chris Iddings - University of Arizona



Ana Christina DaSilva Iddings

Teaching and Teacher Education

University of Arizona

aiddings@email.arizona.edu

(520) 626-7783

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.

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.

Academic Appointments:

2006-present Assistant Professor of Literacy Teacher Education, University of Arizona, Tucson, AZ.

2003-2006 Assistant Clinical Professor of Elementary Education, Director of Elementary Education Programs, Peabody College of Education, Vanderbilt University.

2002-2003 Assistant professor of TESL 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.

Publications

DaSilva Iddings, A. C. & Mccafferty, S. G. (in press). Carnival in a Mainstream Kindergarten Classroom: A Bakhtinian Analysis of Second Language Learners' ‘Off-Task’ Behaviors. Modern Language Journal, 91.

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.

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.

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.

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.

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.

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, Lawrence Earbaum Associates.

DaSilva Iddings, A. C. (2005). Linguistic access and participation: second language learners in an English dominant second grade Classroom. Bilingual Research Journal, 29(1).

DaSilva Iddings, A.C. (2005). A Time and Place for Literacy: A welcoming center for recent immigrants to American schools. Tennessee's children: The Journal of the Tennessee Association on Young Children.

Hyatt, K. & DaSilva Iddings, A. C. (2004). Transforming schools from within: making a case for inclusionary practices. Teaching Exceptional Children, 1(3).

Work in Progress:

DaSilva Iddings, A. C. & Jang, E. Y. (in review). The mediational role of classroom practices during the silent period: new immigrant children learning the English language in the mainstream classroom.

Katz, L. & DaSilva Iddings, A.C. (in review). Integrating home and school identities of recent-immigrant Hispanic English language learners through classroom practices.

Katz, L. & DaSilva Iddings, A.C. (in review). Bridging home and school identities through classroom practices. To be included in R. Kuboto (Ed.) Race, culture, and identity

in second language education.

DaSilva Iddings, A. C. (in review) “Beyond rhetoric: Language rights in action. A community/school example from Brazil.” To be included in J. Scott (Ed.) Legislated-Litigated Language Policies and Teaching Practices. Lawrence Earbaum Associates.

DaSilva Iddings, A. C., Risko, V. & Rampulla, P. (in review). Mediated book-talk: Conversations about texts to enhance reading comprehension for English language learners.

DaSilva Iddings, A. C. & Jang, E. Y. (in production). Understanding Classroom Interactions: Social and Procedural Practices as Cultural/Semiotic Resources for English Language Learners.

Invited, Non-Refereed Articles

DaSilva Iddings, A. C. (2000). Community of practice: research and application, Graduate Studies Newsletter. University of Nevada, Las Vegas.

DaSilva Iddings, A.C. (1999). The great walls of America, Multicultural Newsletter, College of Education, University of Nevada, Las Vegas.

Other Publications

DaSilva Iddings, A. C. (forthcoming). On Charmian Kenner’s ‘Becoming bilingual: Young children learning different writing systems. A book review. International Journal of
 Bilingual Education and Bilingualism, 10 (2).

DaSilva Iddings, A. C. (forthcoming). Entry for Encyclopedia of
 Cross-Cultural School Psychology on the topic of TESOL.

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)

Singer-Gabella, M., DaSilva Iddings, A. C., Paulsen, K, Smithey, M., Hardenbrook, M., Palmeri, A., Schauble, L., & Benbow, C. (2005). From Teacher Education to P-12 Learning Outcomes: The New Burden of Proof. Paper commissioned by AACTE

Current Project: Improving comprehension for English language learners. Co-principal investigators: Ana Christina DaSilva Iddings and Brian Rose. Research project designed to investigate the kinds of reading strategies English Language Learners (ELLs) utilize in order to create and express meaning in the new language and cultural context and to inform teachers on how to best use these strategies to facilitate their instruction of ELLs. Franklin Special School District; Franklin, TN.

Honors:

2002 Portrait of Success Award, KLAS, Channel 8, CBS News affiliate. Awarded for Contributions to the Hispanic Community (two people given this award for the year).

2001 Dissertation of the Year Award, College of Education, University of Nevada, Las Vegas.

2001 Outstanding Faculty Recognition by Omega Chi Kappa, sorority, Vanderbilt University.

1999 Disney Teaching Awards nomination for best teacher of the year.

1998 National Teacher of the Year nomination.

1996. Member of faculty awarded National Blue Ribbon Recognition Award for excellence in education, Wengert Elementary School, Clark County, Las Vegas, NV.

1991. Selected as a team member to attend the Vermont Leadership Institute Inclusion Conference.

1990 Most Creative Teacher Award, A Child’s Place Pre-school, Gainesville, FL.

Grants

2006 University of Arizona Small Grant Award. Improving Reading Comprehension for English Language Learners in the English-dominant Classroom; $8,500 (in review).

Peabody Minigrant Award in partnership with

Marie Hardenbrook and Marcy Singer-Gabella to develop evidence-based assessments. Stepping Ahead: Understanding Evidence in Current Evidence-based Accountability Reforms; $8,000.

2003 Programa de Promoción de la Reforma Educativa en América Latina y el Caribe: Partnership for Educational Revitalization of the Americas. The ways by which children ages 8-13 living in poverty in the rural areas of Brazil became literate by cultivating the land in the local community; $40,000 (not funded).

2002-2003 Reading Excellence Act Grant: Community Partnership Division. Improving Literacy in Clark County School District (Consultant). Las Vegas, NV.

2001-2002 Peabody Minigrant Research Award: The language and literacy learning processes of second language students included in the mainstream kindergarten classroom; $8,000.

2000. Recipient of additional $13,000 funds from the Second Language Learners Department to create a Welcome Center. This Center was created to increase support for our second language students and their families. It was equipped with resource materials, books, and videotapes for parents and students to check out. The Center also provided tutorial sessions involving both parents and students to reinforce and enhance classroom learning. Cyril Wengert Elementary, Las Vegas, NV.

1996 Junior League of Las Vegas Mini-grant Award for developing a creative approach to education ($5,000).

Invited Presentations

Featured speaker:

The New Latino Immigration to Tennessee:

Opportunities and Challenges: An Educational Focus. University of Tennessee, April 06, Knoxville, TN.

Communities Left Behind: Second Language Students in the Mainstream Classroom. International Reading Association. 2003, Orlando, Florida.

Plenary Speaker. The Second Language Student in an English Dominant Classroom. CATESOL, November 2002, LasVegas, NV.

International:

The Writing on the wall: Graffitti and other literacy practices. An example from Brazil. ISCAR, September 2005, Seville, Spain.

Si no entiendo a quien le importó. Immigrant Families Reading Comprehension and Identity: Towards Redefinitions. Co-authored paper with A. Arzubiaga. ISCAR, September 2005, Seville, Spain.

Copy-Cats: Developing Language and Literacy Awareness for Newly-Immigrant Mexican Children In a third-grade English-Dominant Classroom. 9th. Research Gathering for Sociocultural Theory and Second Language Learning. August 2004, Nijmegen, Holland.

Semiotics and Language Play: Second Language Students in a 3rd. Grade Classroom. Co-authored paper with S. McCafferty, 8th Research Gathering for Sociocultural Theory and Second Language Learning. September 2001, Toronto, Canada.

National

From Experience to Language: Re-assessing the Silent Period. Co-authored paper with E. Y. Jang. AAAL, June 2006.

Mediating Conversations About Texts to Enhance Reading Comprehension for English Language Learners: A Multifaceted Analysis Across Diverse Settings. Co-authored paper with V. Risko. AERA, April 2006.

Understanding Classroom Interactions: Moving From Rhetoric to Practice in Literacy Instruction. AERA, April 2006.

Reassessing the Role of the Silent Period: New Immigrant Children Learning the English Language. Co-authored paper with E. Y. Jang. AERA 2006.

Latino and African American Language Minority Students Identity Construction: Conflating Issues. Co-authored paper with L. Katz. AERA, April 2005, Montreal, Canada.

Students Rights to Their Own Language: Listening to Authentic Voices. NCTE, November 2004, Indianapolis, IN.

When Cuba Meets Laos: Multimodal Representations and the Sense of Self. TESOL, April 2004, Long Beach, CA.

Copy-Cats: Communicating and Expressing New Understandings in a New Language. The National Writing Project, November, 2003, San Francisco, CA.

Exploring Narrative through Codeswitching and Play: Mono- and Multilingual Children. NCTE, November 2003, San Francisco, CA.

Language Play, Semiotics, and Second Language Learning. Invited Panelist for Sociocultural and Activity Theories, TESOL March 2003, Baltimore.

Carnival and second language learning in a kindergarten class. Co-authored paper with S. McCafferty, NCTE Assembly for Research Midwinter Conference 2001, Berkeley, CA.

Children at Risk. Panel presentation with S. Ruman, A. Govett, & M. Anderson. Pedagogy of the Oppressed National Conference July 1999, New York, NY.

Cooperative Interactions in a Mainstream Kindergarten Classroom. Co-authored paper with S. McCafferty, TESOL March 1999, New York, NY.

Regional

The Current Circumstances of Latino Students in American Schools. Arizona Literacy Teacher Educators Second Annual Conference. Arizona State University, September 9, 2006. Phoenix, AZ.

Issues in Second Language Learning. Clark County School District Summer Institute, June 2001, Las Vegas, NV.

Letting All the Flowers Bloom: Achieving Equitable Education. Southeast Area NFL (Network for Learners) Conference June 2000, Las Vegas, NV.

Letting All the Flowers Bloom. Paper, CATESOL January 2000, Las Vegas, NV.

Cooperative Interactions in a Mainstream Kindergarten Classroom. Paper, CATESOL April 1999, Reno, NV.

Teaching

Non-college Over 17 years of experience in teaching in private and public schools in São Paulo, Brazil; Florida, and Nevada—grades K-2.

College College teaching in Community College of Southern Nevada; University of Nevada, Las Vegas; Vanderbilt University, and the University of Arizona in both graduate and undergraduate programs. Graduate courses taught include: Topics in Language, Literacy, and Culture; Research and Methods of Teaching Language Arts and Reading; Research Trends in Literacy; TESOL Curriculum; and TESOL Methods. Undergraduate courses taught include: Early Childhood Literacy Methods, Elementary Education Literacy Methods, Literacy Instruction for Diverse Students, Student Teaching Seminar, Multicultural Education.

Service

Professional

2004-present Reviewer for American Educational Research Association, Divisions K and G—National Conference.

2003- present Applied Linguistics Division—TESOL National Conference, 2004.

2004-present Review Board for NAEYC’s Tennessee Children

2004-present Reviewer for International Journal of Applied Linguistics

2001- present Member of Language Commission—NCTE

2001-present Reviewer for Linguistics and Education

2002. Reviewer Board for Reading Research Quarterly

Community

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.

2003. Clark County School District/ University of Nevada Partnership Programs, Director of Bilingual Teacher Education Graduate Programs. Las Vegas, NV.

2001-2002 The Latino Community in Nashville research group. Vanderbilt University. Nashville, TN.

2000-2001 The Welcome Center. Family Literacy and English Classes for Speakers of Other Languages—Children and Families. Las Vegas, NV.

October 2000 Staff development facilitator. “Creating Schools for the 21st. Century: Addressing Diversity.” Lewis E. Rowe Elementary School, Las Vegas, NV.

July 2000 Staff development facilitator. “Re-thinking ESL.” Arturo Cambeiro Elementary School, Las Vegas, NV.

1999-2000 Staff development facilitator for a series of four all-day events. “ESL Methods and Materials.” Cyril Wengert Elementary, Las Vegas, NV.

1999-2000 Staff development facilitator for 12 events with the Curriculum and Instruction Committee. “Reading and Comprehension Series.” Cyril Wengert Elementary, Las Vegas, NV.

University

Vanderbilt University

2001 English for Internationals reorganization committee. Vanderbilt University.

College

College of Education, University of Arizona

2006-present Children’s Literature Conference, Organizing Committee

Peabody College, Vanderbilt University

2003-2006 Teacher Education Coordinating Committee.

2001 Curriculum and Instruction committee member. Peabody College, Vanderbilt University.

Department

Department of Teaching and Teacher Education, University of Arizona

2006-present Early Childhood Education Program Development Task-force.

Department of Teaching and Learning, Vanderbilt University

2003-2006 Director of Elementary Education Graduate and Undergraduate Programs .

Director of Field Experiences.

Elementary Education Committee Chair. Department of Teaching and Learning,Vanderbilt University.

Program Directors Brown Bag Year-Long Series: Voices from the Field; organizer.

TESOL Endorsement and Graduate Program Development Committee; co-chair.

Fall 2001 Early Childhood Education committee member. Department of Teaching and Learning, Vanderbilt University.

Language, Literacy and Culture committee member. Department of Teaching and Learning,Vanderbilt University.

Early Childhood Education search committee member for social studies and science. Department of Teaching and Learning, Vanderbilt University.

Department of Curriculum and Instruction—University o f Nevada, Las Vegas.

Fall 2002 Created, coordinated, and directed bilingual alternative route to licensure programs.

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