Amanda Kibler

Amanda Kibler

College of Education

Joyce Collin Furman Hall 304A
200 SW 15th Street
Corvallis, OR 97331
United States

Amanda Kibler is a Professor in the College of Education at Oregon State University. Her scholarship focuses on better understanding the language and literacy development of multilingual children and adolescents from immigrant backgrounds and using these insights to support educators in providing more equitable learning opportunities for all students. This work has been funded by the Spencer Foundation, the William T. Grant Foundation, and the Institute of Education Sciences. As an author or co-author of over 60 peer-reviewed journal articles and 10 book chapters, Dr. Kibler has also published two monographs (Palgrave: 2019; Symposium Books: 2005) and a co-edited volume (Routledge, 2021), with an additional co-edited book under contract (Bloomsbury). She served as an Associate and Co-Editor for Journal of Second Language Writing (2017-2021), guest co-edited a special issue in TESOL Quarterly (2014), and is an editorial board member for multiple journals. Dr. Kibler is currently a Research Council Member of the National Research and Development Center to Improve Opportunities and Achievement for English Learners in Secondary Schools (2020-2025) and PI of a national study of co-teaching being conducted through the Center.

Research/Career Interests: 

Dr. Kibler’s research focuses on the language and literacy development of multilingual children and adolescents from immigrant backgrounds, and she uses ethnographic, longitudinal, qualitative, discourse-analytic, and mixed-methods approaches to investigate issues related to literacy and classroom interaction, among other topics. Recent and current research projects explore ESOL/ESL co-teaching and collaboration in K-12 classrooms, the home language and literacy practices of Spanish-speaking children from immigrant families, and teachers’ development as they learn to implement instructional practices for multilingual learners that are dialogic, critical, and inclusive.

Selected Publications

  • Kibler, A. K. (early view). Critical and dialogic perspectives on why ecologies matter: Commentary on “Mid-adolescents’ language learning at school: Towards more just and scientifically rigorous practices in research and education.” Language Learning.
  • Kibler, A. K., Salerno, A. S., & Andrei, E. (early view). Moving beyond language dichotomies in the education of multilingual students: Recontextualizing teacher resistance. International Multilingual Research Journal.
  • Karam, F., Kibler, A. K., Warren, A. M., & Shweiry, Z. (2023). "Beirut you will rise again": A critical discourse historiographical analysis of the Beiruti linguistic landscape. Linguistic Landscape, 9(2), 133-157.
  • Paulick, J., Kibler, A, K., & Palacios, N. (2023). Understanding literacies in Latinx families: Teachers using home visits to reimagine classroom practices. The Reading Teacher, 76(5), 578-585.
  • *Salerno, A., Kibler, A. K., & Hardigree, C. (2023). “I’ll be the hero”: How adolescents negotiate intersectional identities within a high school dual-language program. International Journal of Bilingual Education and Bilingualism, 26(1), 20-33.
  • Kibler, A. K., & Castellón Palacios, M. (2022). Teacher collaboration to support multilingual students designated as English Learners: Ecological perspectives and critical questions. New York State TESOL Journal, 9(2), 3-8.
  • Kibler, A. K., Andrei, E., & Salerno, A. (2022). Attending to the interactional histories behind multilingual writers’ texts: New directions in TESOL teacher education. TESOL Quarterly, 56(1), 413-424..
  • Kibler, A. K., Sandstead, M., Wiger, S., & Weiss, J. (2022). Remote learning and ELD collaborative teaching: Supports for and influences on teachers’ work. TESOL Journal, 13(1). http://dx/
  • Molloy Elreda, L., Kibler, A. K., Johnson, H. J., & Williams, J. (2022). Academic development and disparities in linguistically diverse middle school classrooms: The role of social network equity and linguistic integration. Social Development, 31(1), 69-92.
  • Paulick, J., Karam, F., & Kibler, A. K. (2022). Everyday objects and home visits: A window into the cultural models of families of culturally and linguistically marginalized students. Language Arts, 99(6), 390-401.
  • Umanksy, I., Thompson, K., Soland, J., & Kibler, A. K. (2022) Understanding newcomer English learner students’ English language development: Comparisons and predictors. Bilingual Research Journal, 45(2), 180-204.
  • Hemmler, V. L., Kibler, A. K., van Hover, S., Carlock, R., & Fitzpatrick, C. (2021). Using scaffolding to support CLM students’ critical multiple perspective-taking on history. Teaching & Teacher Education, 105.
  • Karam, F., Barone, D., & Kibler, A. K. (2021). Resisting and negotiating literacy tasks: Agentive practices of two adolescent refugee-background multilingual students. Research in the Teaching of English, 55(4), 369-392.
  • Karam, F., Oikonomidoy, E., & Kibler, A. K. (2021). Artifactual literacies and TESOL: Narratives of a Syrian refugee-background family. TESOL Quarterly, 55(2), 510-535.
  • Rutt, A., Mumba, F., & Kibler, A. K. (2021). Preparing pre-service teachers to teach science to English learners: A review. Journal of Research in Science Teaching, 58(5), 625-660.
  • Karam, F., Kibler, A. K., Johnson, H., & Molloy Elreda, L. (2020). Identity, positionality, and peer social networks: A case study of an adolescent refugee background student. Journal of Language, Identity, and Education, 19(3), 208-223.
  • Kibler, A., Palacios, N., Paulick, J., & Hill, T. (2020). Languaging among Latinx siblings in immigrant homes: Implications for teaching literacy. Theory into Practice. Special Issue: Equity in Teaching Academic Language, 59(1), 42-52.
  • Kibler, A., Paulick, J., Palacios, N., & Hill, T. (2020). Shared book reading and bilingual decoding in Latinx immigrant homes. Journal of Literacy Research, 52(2), 180-208.
  • Paulick, J., Quinn, A, Kibler, A., Palacios, N., & Hill, T. (2020). Lessons for teachers: A wordless picturebook in the hands of one Mexican immigrant family. TESOL Journal. 11(3).
  • Hemmler, V., & Kibler, A. (2019). “You ARE immigrant…but not like us”: A discourse analysis of immigrant students’ positioning of undocumented immigrants in a CLD classroom. Linguistics and Education, 54.
  • Salerno, A. S., Andrei, E., & Kibler, A. (2019). Teachers’ misunderstandings about hybrid language use: Insights into teacher education. TESOL Journal. 10(3). doi: 10.1002/tesj.455
  • Kibler, A., Molloy Elreda, L., Hemmler, V., Arbeit, M., Beeson, R., & Johnson, H. (2019). Building linguistically integrated classroom communities: The role of teacher practices. American Educational Research Journal, 56(3), 676–715. doi: 10.3102/0002831218803872
  • Kibler, A. (2019). Longitudinal Interactional Histories: Bilingual and Biliterate Journeys of Mexican Immigrant-origin Youth. Cham, Switzerland: Palgrave Macmillan.
  • Kibler, A., Karam, F., Futch Ehrlich, V., Bergey, R., Wang, C., & Molloy Elreda, L. (2018). Who are long-term English learners? Deconstructing a manufactured learner label. Applied Linguistics, 39(5), 741-765. doi: 10.1093/applin/amw039
  • Salerno, A., & Kibler, A. (2018). Relational challenges and breakthroughs: How pre-service English teachers’ figured worlds impact their relationships with students. Teachers College Record, 120(6), 1-36.
  • Karam, F. J., Kibler, A., & Yoder, P. J. (2017). “Because even us, Arabs, now speak English”: Syrian refugee teachers’ investment in English as a foreign language. International Journal of Intercultural Relations, 60, 169-182.
  • Kibler, A. (2017). Becoming a “Mexican feminist”: A minoritized bilingual’s development of disciplinary identities through writing. Journal of Second Language Writing, 38, 26-41.
  • Kibler, A. (2017). Peer interaction and learning in multilingual settings from a sociocultural perspective: Theoretical insights. International Multilingual Research Journal, 11(3), 199-203. 
  • Kibler, A. (2017). Pursuing second language argumentative writing scholarship as a synergistic endeavor (Disciplinary dialogues). Journal of Second Language Writing, 36, 75-76.
  • Kibler, A., & Hardigree, C. (2017). Using evidence in L2 argumentative writing: A longitudinal case study across high school and university. Language Learning, 67(1), 75-109.
  • Palacios, N., Kibler, A., & Simpson Baird, A. (2017). Childcare, language-use, and vocabulary of second-generation Latino immigrant children growing up in a new immigrant enclave in the United States. Early Child Development and Care, 187(3-4), 690-706.
  • Salerno, A., & Kibler, A. (2017). Building bridges: A dual-language experience for high school students. In E. Barbian, G. C. Gonzales, & P. Mejía (Eds.), Rethinking bilingual education: Welcoming home languages in our classrooms (pp. 136-142). Milwaukee, WI: Rethinking Schools.
  • Kibler, A. (2016). Promises and limitations of literacy sponsors in residential multilingual youths’ transitions to post-secondary schooling. In C. Ortmeier-Hooper & T. Ruecker (Eds.), Linguistically Diverse Immigrant and Resident Writers Transitions from High School to College (pp. 99-116). New York: Routledge.
  • Kibler, A., Heny, N., & Andrei, E. (2016). In-service teachers’ perspectives on adolescent writing instruction. TESOL Journal, 7(2), 350-392.
  • Kibler, A., Palacios, N., Simpson Baird A., Bergey, R., & Yoder, M. (2016). Bilingual Latin@ children’s exposure to language and literacy practices through older siblings in immigrant families. Linguistics and Education, 35, 63-77. https//
  • Kibler, A., & Valdés, G. (2016). Conceptualizing language learners: Socio-institutional mechanisms and their consequences. Modern Language Journal, 100, 96-116. doi:10.1111/modl.12310
  • Palacios, N., Kibler, A., Yoder, M., Simpson Baird, A., & Bergey, R. (2016). Older sibling support of younger siblings’ socio-emotional development: A multiple-case study of second generation Mexican and Honduran children’s initiative and co-construction. Hispanic Journal of Behavioral Sciences, 38(3), 395-419.
  • Salerno, A., & Kibler, A. (2016). “This group of difficult kids”: The discourse pre-service English teachers use to label students. Journal of Education for Students Placed At Risk, 21(4), 261–278.
  • Bunch, G., & Kibler, A. (2015). Integrating linguistic and academic development: Promising practices for US-educated language minority students. Community College Journal of Research and Practice, 39(1), 20-33.
  • Kibler, A., Atteberry, A., Hardigree, C., & Salerno, A. (2015). Languages across borders: Social network development in an adolescent two-way dual language program. Teachers College Record, 117(8), 1-48.
  • Kibler, A., Walqui, A., & Bunch, G. (2015). Transformational opportunities: Language and literacy instruction for English language learners in the Common Core Era. TESOL Journal, 6(1), 9-35.
  • Palacios, N., Kibler, A., Simpson Baird, A., Parr, A., & Bergey, R. (2015). An examination of language practices during mother-child play activities among Latino Immigrant families. International Multilingual Research Journal, 9(3), 197-219.
  • Kibler, A. (2014). From high school to the noviciado (the novitiate): An adolescent linguistic minority student’s multilingual journey in writing. Modern Language Journal, 98(2), 629-651. doi:10.1111/modl.12090
  • Kibler, A., Palacios, N., & Simpson Baird, A. (2014). The influence of older siblings on language use among second-generation Latino preschoolers. TESOL Quarterly, 48(1), 164-175.
  • Kibler, A., Salerno, A., & Hardigree, C. (2014). “More than being in a class”: Adolescents’ ethnolinguistic and social insights in a two-way dual-language program. Language and Education, 28(3), 251-275.
  • Kibler, A., Salerno, A., & Palacios, N. (2014). “But before I go to my next step”: A longitudinal study of adolescent English language learners’ transitions in oral presentations. TESOL Quarterly, 48(2), 222-251.
  • Kibler, A., Valdés, G., & Walqui, A. (2014). What does standards-based educational reform mean for English language learner populations in primary and secondary schools? TESOL Quarterly 2014 Special Topic Issue, 48(3), 433-453.
  • Valdés, G., Kibler, A., & Walqui, A. (2014). Changes in the expertise of ESL professionals: Knowledge and action in an era of new standards. Alexandria, VA: TESOL International Association.  
  • Kibler, A. (2013). “Doing like almost everything wrong”: An adolescent multilingual writer’s transition from high school to college. In L. C. de Oliveira & T. Silva (Eds.), L2 writing in secondary classrooms: Student experiences, academic issues, and teacher education (pp. 44-64). New York: Routledge.
  • Kibler, A., & Roman, D. (2013). Insights into online professional development for teachers of English language learners: A focus on using students’ native languages in the classroom. Bilingual Research Journal, 36(2), 187-207.
  • Kibler, A. (2011). “Casi nomás me dicen qué escribir/They almost just tell me what to write”: A longitudinal analysis of teacher-student interactions in a linguistically diverse mainstream secondary classroom. Journal of Education, 191(1), 45-58. 
  • Kibler, A. (2011). “I write it in a way that people can read it”: How teachers and adolescent L2 writers describe content area writing. Journal of Second Language Writing, 20, 211-226.
  • Kibler, A. (2011). Understanding the “mmhm”: Dilemmas in talk between teachers and adolescent emergent bilingual students. Linguistics and Education, 22, 213-232.
  • Kibler, A., Bunch, G., & Endris, A. (2011). Community college practices for U.S.-educated language-minority students: A resource-oriented framework. Bilingual Research Journal. 34, 201-222.
  • Kibler, A. (2010). Writing through two languages: First language expertise in a language minority classroom. Journal of Second Language Writing, 19, 121-142.
  • Kibler, A. (2008). Speaking like a “good American”: National identity and the legacy of German-language education. Teachers College Record, 110(6), 1241-1268.