Amanda Kibler

Professor, Teaching Program Chair
[email protected]

Office: 541-737-4376

Joyce Collin Furman Hall

Joyce Collin Furman Hall 304A

200 SW 15th Street

200 SW 15th Street
Corvallis, OR 97331

Profile Field Tabs

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 both the Spencer Foundation and the William T. Grant Foundation and has been published or is in press at Applied Linguistics, Language Learning, The International Multilingual Research Journal, The Modern Language Journal, TESOL Quarterly, and Teachers College Record, among other journals. Her book documenting an eight-year longitudinal study of bilingual writers across adolescence and early adulthood, Longitudinal Interactional Histories: Bilingual and Biliterate Journeys of Mexican Immigrant-origin Youth, was published in 2019. Dr. Kibler is currently a Co-Editor for Journal of Second Language Writing and has served as the Chair of the AERA Second Language Research Special Interest Group (2015-2017), a member of the TESOL International Association’s Research Committee (2013-2017), and Chair of the American Association for Applied Linguistics’ Dissertation Award Committee (2018-present). She received the Award for Best Article of the 2017 Publishing Year from the Journal of Second Language Writing, the 2018 AERA Second Language Research SIG Mid-Career Award, and the 2020 TESOL Award for Distinguished Research. 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.

Faculty Type: 
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 include a study of ESOL/ESL co-teaching and collaboration in K-12 classrooms, an ethnographic exploration of the home language and literacy practices of Spanish-speaking preschoolers from immigrant families, and a mixed-methods study of teacher and peer interaction and social networks in linguistically diverse middle school classrooms. She is also a co-editor and author of Reconceptualizing the Role of Critical Dialogue in American Classrooms: Promoting Equity Through Dialogic Education (2021), published by Routledge.


Selected Publications

  • Kibler, A., Valdés, G., & Walqui, A. (Eds.) (2021). Reconceptualizing the role of critical dialogue in American classrooms: Promoting equity through dialogic education. Routledge.
  • Rutt, A., Mumba, F., & Kibler, A. (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., Oikonomidoy, E., & Kibler, A. (in press). Artifactual literacies and TESOL: Narratives of a Syrian refugee-background family. TESOL Quarterly.
  • Salerno, A., Kibler, A., & Hardigree, C. (in press). “I’ll be the hero”: How adolescents negotiate intersectional identities within a high school dual-language program. International Journal of Bilingual Education and Bilingualism. Special Issue.
  • 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.