College of Education

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.https://doi.org/10.4324/9780429330667
• 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. https://doi.org/10.1002/tea.2167
• Karam, F., Oikonomidoy, E., & Kibler, A. (in press). Artifactual literacies and TESOL: Narratives of a Syrian refugee-background family. TESOL Quarterly. http://dx.doi.org/10.1002/tesq.3001
• 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. https://doi.org/10.1080/13670050.2020.1784086
• 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. https://doi.org/10.1080/15348458.2019.1655427
• 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. https://doi.org/10.1080/00405841.2019.1665409
• 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. https://doi.org/10.1177/1086296X20915511
• 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). https://doi.org/10.1002/tesj.513
• 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. https://doi.org/10.1016/j.linged.2019.100763
• 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.https://doi.org/10.1016/j.ijintrel.2017.04.006
• 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. http://dx.doi.org/10.1016/j.jslw.2017.10.011
• Kibler, A. (2017). Peer interaction and learning in multilingual settings from a sociocultural perspective: Theoretical insights. International Multilingual Research Journal, 11(3), 199-203. http://dx.doi.org/10.1080/19313152.2017.1328970 
• Kibler, A. (2017). Pursuing second language argumentative writing scholarship as a synergistic endeavor (Disciplinary dialogues). Journal of Second Language Writing, 36, 75-76. https://doi.org/10.1016/j.jslw.2017.05.003
• 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.https://doi.org/10.1111/lang.12198
• 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. http://dx.doi.org/10.1080/03004430.2016.1223074
• 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. https://doi.org/10.1002/tesj.211
• Kibler, A., Palacios, N., Simpson Baird A., Bergey, R., & Yoder, M. (2016). Bilingual [email protected] children’s exposure to language and literacy practices through older siblings in immigrant families. Linguistics and Education, 35, 63-77. https//doi.org/10.1016/j.linged.2016.06.001
• 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. https://doi.org/10.1177/0739986316658865
• 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. https://doi.org/10.1080/10824669.2016.1205496
• 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. https://doi.org/10.1080/10668926.2012.755483
• 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.  https://doi.org/10.1002/tesj.133
• 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. https://doi.org/10.1080/19313152.2015.1048543
• 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. https://doi.org/10.1002/tesq.151
• 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. https://doi.org/10.1080/09500782.2013.822880
• 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. https://doi.org/10.1002/tesq.96
• 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. https://doi.org/10.1002/tesq.183
• 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. https://doi.org/10.1080/15235882.2013.820226
• 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. http://www.jstor.org/stable/42744143 
• 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. https://doi.org/10.1016/j.jslw.2011.05.005
• Kibler, A. (2011). Understanding the “mmhm”: Dilemmas in talk between teachers and adolescent emergent bilingual students. Linguistics and Education, 22, 213-232.  https://doi.org/10.1016/j.linged.2010.11.002
• 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. https://doi.org/10.1080/15235882.2011.597822
• Kibler, A. (2010). Writing through two languages: First language expertise in a language minority classroom. Journal of Second Language Writing, 19, 121-142. https://doi.org/10.1016/j.jslw.2010.04.001
• Kibler, A. (2008). Speaking like a “good American”: National identity and the legacy of German-language education. Teachers College Record, 110(6), 1241-1268.