1

ANA CHRISTINA DA SILVA IDDINGS

CHRONOLOGY OF EDUCATION

2001 Ph.D., University of Nevada, Las Vegas, Dept. of Curriculum

& Instruction. Program Emphases: Teaching English as a

Second Language and Applied Linguistics. Cognate areas:

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.

1994 Teacher Certification Program, State of Florida. Florida

International University, Miami, Florida.

CHRONOLOGY OF EMPLOYMENT

2016-Present Professor of Elective Learning Practices. Department of

Teaching and Learning, Vanderbilt University.

2014-2016 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

2010-2015 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.

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.

Ana Christina da Silva Iddings 2

2003-2006 Assistant Clinical Professor of Elementary Education,

Director of Elementary Education Programs, Peabody

College of Education, Vanderbilt University.

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, Peabody

College of Education, Vanderbilt University, Nashville, TN.

PRE-K-2 TEACHING EXPERIENCE

Over 13 years experience teaching in PreK-2 in public and

private schools in the U.S and Brazil.

HONORS & FELLOWSHIPS

2016-2017 Curb Fellowship—Interdisciplinary Public Scholars Forum

This project is designed to understand the educational experiences from the perspectives of the new immigrant families with young children settling in Nashville.

2013-2014 Public Voices Thought Leadership Program Fellowship.

Granted fellowship for training to increase the impact of

my work as a public intellectual through writing opinion

editorials and learning about exercising influence on policy

through the media. The Fellowship is a partnership

between several universities (e.g., Yale, Princeton,

Northwestern, Rice, CUNY, UCSF, UofA) with the mission is

to increase the range of voices (especially those

traditionally underrepresented) and quality of ideas to

contribute to public knowledge.

2012 -2013 East Side Institute International Class Fellowship: An

International Educational Research and Training Center

for Human Development and Community. Worked

together with researchers and community activists from

various parts of the world (e.g., Bangladesh, Brazil,

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Colombia, South Africa, India) to work together 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).

2009 Erasmus Circle Fellowship Award, University of Arizona,

College of Education, in recognition of scholarship,

teaching, and service.

2002 Portrait of Success Award, KLAS, Channel 8, CBS News

affiliate. Awarded for Contributions to the Hispanic

Community

2001 Dissertation of the Year Award, College of Education,

University of Nevada, Las Vegas.

2001 Disney Teacher of the Year nomination.

2000 National Teacher of the Year nomination.

PUBLICATIONS/CREATIVE ACTIVITY

Refereed Scholarly Books

DaSilva Iddings, A. C. (Ed.) (2017). Re-Designing Teacher

Education for Culturally and Linguistically Diverse Students:

A Critical Ecological Approach. New York, NY: Routledge.

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.

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 Journal Articles

Ana Christina da Silva Iddings 4

DaSilva Iddings, A. C. & Reyes, I. (2017) Equitable

Education for Young Immigrant Children: The Imperative

of Early Childhood Teacher Education Reform. Early Years:

An International Journal.

Reyes, I., DaSilva Iddings A. C. & Feller, N. (2015). Promoting a Funds of Knowledge Perspective: Preservice Teachers' Understanding about Language and Literacy Development of Preschool Emergent Bilinguals through Family and Community Interactions. Journal of Early Childhood Literacy 15(2) 1-26.

DaSilva Iddings, A. C. (2014). Understanding the Potential

Academic Achievement of English Language Learners in

Elementary Classrooms through Dynamic Assessment.

Language and Sociocultural Theory, (1), 1.

Turkan, S. & DaSilva Iddings, A. C. (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) 495-523.

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 Learning

and Teaching. Mind, Culture, and Activity, 17(4) 1-5.

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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.

Ana Christina da Silva Iddings 6

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

Chapters in Refereed Scholarly Books

DaSilva Iddings, A. C. (2017). An Introduction. In Designing Teacher Education for Culturally and Linguistically Diverse Children: A Critical-Ecological Approach. Ana C. DaSilva Iddings (Ed.). Routledge.

Butler, E. Feller, N. & DaSilva Iddings, A. C., (2017). Home engagements as opportunities for teacher candidates shifts in ideologies. In Designing Teacher Education for Culturally and Linguistically Diverse Children: A Critical-Ecological Approach. Ana C. DaSilva Iddings (Ed.). Routledge.

Jurich, D., DaSilva Iddings, A. C. & Clift, R. (2017). Using a

Design-based Research Approach: Educating Early

Childhood Teachers to Understand, Engage, and Teach the

Culturally and Linguistically Diverse Child. In Designing

Teacher Education for Culturally and Linguistically

DiverseChildren: A Critical-Ecological Approach. Ana C.

DaSilva Iddings (Ed.). Routledge.

DaSilva Iddings, A. C., (In press). On Becoming a Freirian Educator. Becoming Critical Teacher Educators: Narratives of Disruption, Possibility, and Praxis. Blake Tenore and Julie Justice (Eds.).

Reyes, I. & DaSilva Iddings, A. C. (2016). Learning about Linguistic Resources through Home Engagements: Opportunities for Latina Pre-service Teachers to Shape their Language Orientations. In Nancy Hornberger In Honor of Richard Ruiz. In Bilingualism and Bilingual Education Series. Multilingual Matters.

Clift, R., DaSilva Iddings, A.C., Jurich, D, Reyes, I., Short, K.

(2015). A Programmatic Focus on Engaging Families,

Communities, and Children: Institutionalizing Assets-Based

Pedagogy. In Cheryl J. Craig , Lily Orland-Barak (ed.)

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International Teacher Education: Promising Pedagogies

(Part C) (Advances in Research on Teaching, Volume 22C)

Emerald Group Publishing Limited, pp.161 – 181.

DaSilva Iddings, A. C., Combs, M. C, & Moll, L. C. (2013).

The Literacy Education of English Language Learners:

Partnerships between Families, Communities, and Schools.

Handbook on Urban Education. Milner, R. H. (Ed.). pp. 167-

199. New York, NY: Routledge.

Combs, M. C., DaSilva Iddings, & Moll, L. C. (2013). 21st Century

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, H.R.

(Ed.). (Culture, curriculum, and identity in education. pp.

106-12. New York: Palgrave Macmillan.

Katz, L. & DaSilva Iddings, A. C. (2009). Classroom

positionings and children’s construction of linguistic and

racial identities in English-dominant classrooms. In R.

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.

Ana Christina da Silva Iddings 8

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.

DaSilva Iddings, A.C. (in preparation). Language and

Emotion: Stories of Immigrant Mothers Re-told by their

American Children. To be submitted to Handbook of

Sociocultural Theory and Second Language Learning.

James P. Lantolf, Matt Pohener, and Merrill Swain, Eds.

DaSilva Iddings, A. C. & Reyes, I. (in review) Family Interactions with Prospective Teachers: Understanding Home Language and Literacy Practices in Context. To be submitted to Perspectivas Educacionales.

Book Reviews

DaSilva Iddings, A. C. (2010). A Locus of Complexities: A

Review of The Bilingual Child--Early Development and

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Language Contact. Mind, Culture and Activity, 16(2), 172-

175.

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.

Editorials

Anders, P., Yaden, Jr, D., DaSilva Iddings, A.C., Katz L., & Rogers, T., (2016). Inaugural Editorial. Journal of Literacy Research, 48 (1), 3-8. Anders, P., Yaden, Jr, D., DaSilva Iddings, A.C., Katz L., & Rogers, T., (2016). Editorial. Journal of Literacy Research, 48 (2), 121-122. Anders, P., Yaden, Jr, D., DaSilva Iddings, A.C., Katz L., & Rogers, T., (2016). Editorial. Journal of Literacy Research, 48 (3), 278-281. Anders, P., Yaden, Jr, D., DaSilva Iddings, A.C., Katz L., & Rogers, T., (2016). Editorial. Journal of Literacy Research, 48 (4)

Anders, P., Yaden, Jr, D., DaSilva Iddings, A.C., Katz L., & Rogers, T., (2015). Inaugural Editorial. Journal of Literacy Research, 47 (1), 3-8. Anders, P., Yaden, Jr, D., DaSilva Iddings, A.C., Katz L., & Rogers, T., (2015). Editorial. Journal of Literacy Research, 47 (2), 121-122.

Ana Christina da Silva Iddings 10

Anders, P., Yaden, Jr, D., DaSilva Iddings, A.C., Katz L., & Rogers, T., (2015). Editorial. Journal of Literacy Research, 47 (3), 278-281. Anders, P., Yaden, Jr, D., DaSilva Iddings, A.C., Katz L., & Rogers, T., (2015). Editorial. Journal of Literacy Research, 47 (4) Anders, P., Yaden, Jr, D., DaSilva Iddings, A.C., Katz L., & Rogers, T., (2014). Inaugural Editorial. Journal of Literacy Research, 46 (1), 3-8. Anders, P., Yaden, Jr, D., DaSilva Iddings, A.C., Katz L., & Rogers, T., (2014). Editorial. Journal of Literacy Research, 46 (2), 121-122. Anders, P., Yaden, Jr, D., DaSilva Iddings, A.C., Katz L., & Rogers, T., (2014). Editorial. Journal of Literacy Research, 46 (3), 278-281. Anders, P., Yaden, Jr, D., DaSilva Iddings, A.C., Katz L., & Rogers, T., (2014). Editorial. Journal of Literacy Research, 46 (4).

Opinion Editorials (OpEds)

DaSilva Iddings, A. C. (2014). Universal Pre-K? Not if

There's No Play. Al Jazeera, America, February 28, 2014.

http://america.aljazeera.com/opinions/2014/2/universal-

pre-k-playrecessearlychildhoodeducation.html

DaSilva Iddings, A. C. (2014). There’s No Such a Thing as

‘Reasonable Suspicion of Immigrants.’ Reuters, July 1, 2014.

http://blogs.reuters.com/great-debate/2014/07/01/why-

children-from-central-american-migrants-to-my-son-

deserve-better-immigration-policies/

DaSilva Iddings, A. C. (2014). The Guardian, August 1, 2014.

‘Girl Immigrants Crossing the U.S. Border’

http://www.theguardian.com/commentisfree/2014/aug/0

1/girl-immigrants-us-border-rape-abuse-courage

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Public Media (Radio)

DaSilva Iddings, A. C. (August 14, 2014)

http://globaljournalist.org/2014/08/immigration-debate/

KBIA radio station (NPR affiliated, Missouri)

DaSilva Iddings, A. C. (August 21, 2014)

http://www.bbc.co.uk/programmes/p024r9pp (BBC,

London)

Podcasts

Baker, E. A. & Iddings, A. C. (2011, April 4). Raising

Consciousness through Graffiti in the Streets of São Paulo.

Voice of Literacy. Podcast retrieved from

http://www.voiceofliteracy.org/posts/42409

Encyclopedia Articles; peer reviewed

DaSilva Iddings, A. C. (2010). Entry for Encyclopedia of

Cross-Cultural School Psychology on the topic of Teaching

English to Speakers of Other Languages.

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

(with A. C. DaSilva Iddings) for the National Council for

Teachers of English (2006)

http://www.ncte.org/about/over/positions/category/div/

124545.htm

Ana Christina da Silva Iddings 12

Technical Reports

DaSilva Iddings, A. C. (with CREATE team) Community as

Resources in Early Childhood Teacher Education Semi-

Annual Report to the Helios Foundation (June, 2014).

Community as Resources in Early Childhood Teacher

Education (CREATE Team) with DaSilva Iddings, A. C.

Semi-Annual Report to the Helios Foundation (June, 2013).

Community as Resources in Early Childhood Teacher

Education (CREATE Team) with DaSilva Iddings, A. C.

Semi-Annual Report to the Helios Foundation (June, 2012).

DaSilva Iddings, A. C. (with CREATE team) Community as

Resources in Early Childhood Teacher Education Semi-

Annual Report to the Helios Foundation (June, 2011).

DaSilva Iddings, A. C. (February 2011). Thinking in Music:

An Afterschool Program Evaluation.

First Things First External Evaluation/ Family and

Community Case Study (FCCS) Team with DaSilva Iddings,

A. C. (May, 2011). Raising Arizona’s Children: Voices of

Arizona Families and Service Providers. Technical Report

for FCCS. Tucson, Arizona.

ORGANIZATION, COORDINATION, AND IMPLEMENTATION OF NATIONAL CONFERENCES

2015 January 15-17. Imagining Possibilities: Innovations in Early Childhood

Education. Tucson, AZ.

2007 October 24-27. XIV Sociocultural Theory And Second Language Learning

Research Conference. Tucson, AZ.

SCHOLARLY PRESENTATIONS

Keynotes, Plenary, and Invited Presentations

International:

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Reyes, I. & DaSilva Iddings, A.C. (2015). Learning about

Linguistic Resources through Home engagements:

Opportunities for teachers to shift Language Orientations.

Symposium BilingLatAm VI (Simposio Internacional

de Bilingüismo y Educación Bilingüe en América Latina).

Lima, Peru. July, 2015.

DaSilva Iddings, A. C. (2014). Family, Community, School,

and University Partnerships: Challenges and Possibilities

(Keynote). Escuela de Pedagogía Facultad de Filosofía y

Educación Pontificia Universidad Católica de Valparaíso.

Valpariso, Chile. October, 2014.

DaSilva Iddings, A. C. (2013). Integration, access, and

activism: A community-based approach to the teaching

and learning of diverse students (Keynote). Universidade

Nacional do Estado do Rio de Janeiro (UNERJ), Brazil.

February, 2013.

DaSilva Iddings, A. C. (2013). Forging Connections and Re-

Conceptualizing Diversity (Keynote). Universidade de São

Paulo (USP), Brazil. January, 2013.

National:

DaSilva Iddings, A. C. (2016, October). Immigrant Families

and Activism. Language, Education and Society Series. The

Ohio State University.

DaSilva Iddings, A. C. (2007, February). Embodied

Language Learning: Imitation, Play, and Performance

(Invited Presentation). NCTEAR, Nashville, TN.

DaSilva Iddings (2006, April). The New Latino Immigration

to Tennessee: Opportunities and Challenges: An

Educational Focus (Plenary Speaker). Tennessee

Conference on Immigration. University of Tennessee,

Knoxville, TN.

Conference-based

Professional

Development

Ana Christina da Silva Iddings 14

Courses

DaSilva Iddings, A. C. with Emily Duval, Lois Holzman,

Carrie Lobman, Ana Marjovic-Shane, Alvira Souza-Lima

(2014, April). Cultural Historical Activity Theory

Methodologies in the 21st Century: The Intersections of

Theory, Research, Policy and Praxis. American Educational

Research Association (AERA). Philadelphia, April 3-7.

Colloquia & Symposia

(Discussant)

DaSilva Iddings, A. C. (2014, December). Collaborative

Design and Implementation of Alternative Spaces for

Latina/o Adolescent Writers: The STEPS to Literacy

Intervention. Jo Anne Kleifgen (Columbia University,

Teachers College), Dan Hoffman (University of Illinois),

Briana Ronan (Columbia University, Teachers College),

Brian Welkin (Columbia University, Teachers’ College).

Research Symposium Discussant. Annual Conference of

the Literacy Research Association. Marco Island, FL

DaSilva Iddings, A. C. (2013, December). Multimodality &

Multiliteracies: Composing In and Out of School. Angie

Zapata (The University of Texas at Austin), Julia Lopez-

Robertson (University of South Carolina), Marva Jeanine

Solomon (Angelo State University), Detra Price-Dennis

(The University of Texas at Austin). Research Symposium

Discussant. Annual Conference of the Literacy Research

Association. Dallas, TX.

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.

DaSilva Iddings, A. C. (2012, June). Discourse Analysis in

Educational Research. Colloquium Discussant. Columbus,

OH.

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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.

Symposia

(Presenter & Organizer)

Reyes, I. & DaSilva Iddings (2016, December). Biliteracy as

Resource: Understanding Theory, Problematizing Practice.

LRA Nashville, TN.

DaSilva Iddings, A.C.& Reyes, I. (2015, December). Families,

Communities, Researchers, and Pre-service Teachers

Working to Re-imagine Activities and Spaces for Bi-Literacy

Development and Educational Equity. LRA Carlsbad, CA.

DaSilva Iddings, A.C. & Butler, E. D. (2015, April).

Welcoming Mexican Immigrant Families into Community

Organizing and Action: Toward Legitimate Institutional

Participation. AERA Chicago, IL.

DaSilva Iddings, A.C., Clift, R., Jurich, D., Reyes, I., Short, K.

(2014, April) Community as Resources in Early Childhood

Teacher Education (CREATE): Preparing Teachers to

Promote Educational Equity for Linguistically Diverse

Children. AERA Philadelphia, PA.

DaSilva Iddings A.C. (2013, December), 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.

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.

Ana Christina da Silva Iddings 16

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.

Refereed Paper Presentations:

International

Combs, M. C. & DaSilva Iddings, A.C. (2016). Multilingual

pain and pressure: Repressive language policies in the

state of Arizona. Education and Migration: Languages

Foregrounded. Durham, England. October, 2016.

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.

17

DaSilva Iddings, A.C. & Turkan, S. (2011, September).

Master Myths of Assessment and Language Ideologies.

ISCAR, Rome.

National

(Individual

Presentations)

DaSilva Iddings. A. C. (2014, November). Counting the Dis-

Counted Stories of ELLs: The Impacts Of Students'

Language in the Classroom. National Council for Teachers

of English (NCTE). Washington, D.C. (accepted)

DaSilva Iddings, A. C. (2014, November) 21st Century

Linguistic Apartheid: English Language Learners in Arizona

Public Schools. National Association for Multicultural

Education (NAME). Tucson, AZ.

DaSilva Iddings, A. C. (2014, January). Bi-literacy, Affect,

and Place. NCTEAR, Chicago, IL.

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.

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.

DaSilva Iddings A. C. & Reyes, I. (2013, April). Preservice

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.

Ana Christina da Silva Iddings 18

Combs, M. C. & DaSilva Iddings, A. C. (2013, June).

Linguistic Apartheid. Critical Race Studies in Education.

Nashville, TN.

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, CA.

DaSilva Iddings, A. C. (2012, November). Comprehensive

approach towards teaching English Language Learners.

NCTE, Las Vegas, NV.

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.

GRANTS AND CONTRACTS

2017 Title: E-citizens in a global world: Youth refugees’

participatory action around education and civic

engagement

Funding Agency: Ford Foundation

Project Description: Drawing on social and material

semiotics, we aimed to design a methodological approach

to examine the participatory action of youth refugees

(ages 15-25) toward education and civic engagement

involving online and offline activities.

Status: In preparation

Amount: $500,000.00

Role: Co-author of the grant

2011-2015 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.

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Status: Awarded

Amount: $1,800,000.00

Role: Principal Investigator, Co-Director, and Co-author for

the grant.

2012 Title: CELL: Creating a cyberinfrastructure for dialogue and

action in the education of ELL students.

Funding Agency: National Science Foundation.

Project Description: An electronic infrastructure to

provide a new platform, a space for action and interaction

among multiple stakeholders, to promote achievement

and inform curriculum, pedagogy, and educational policy

for English Language Learners.

Status: In preparation

Amount: $1,2000,00

Role: Co-author of the grant

2009-2011 Title: First Things First External Evaluation Research Team

(Arizona Board of Regents University Consortium

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

Ana Christina da Silva Iddings 20

Project Description: A mixed-method analysis of

effectiveness of ACT in an afterschool program

Amount: $15,000

Status: Awarded

Role: Principal Investigator and 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

2006 Title: Stepping Ahead: Understanding Evidence in Current Evidence-based Accountability Reforms

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

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

OUTREACH ACTIVITIES

International and National Outreach

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International

Visiting Professor, consultant on community development

program at the Escuela de Pedagogía Facultad de Filosofía

y Educación Pontificia Universidad Católica de Valparaíso.

Visiting Professor (October 19-26, 2014).

Consultant for Sagarpa Youth Project. Secretaria de

Agricultura, Ganaderia, Desarrollo Rural, Pesca, y

Alimentación (SAGARPA) and UA Global Initiatives (2014-

2015). The project seeks to support the development of

rural Mexican communities through education and

technology.

Visiting Professor, consultant on community development

programs at the Universidade Nacional do Estado do Rio

de Janeiro (UNERJ), Rio de Janeiro, Brazil (February 1-4,

2013).

Visiting Professor, consultant on community development

programs Universidade de São Paulo (USP), São Paulo,

Brazil (January 28-31, 2013).

Pontificia Católica Universidad -ValParaiso y Playa Ancha

Visiting Faculty to the University of Arizona--Presented a

seminar of Preparing Early Childhood Teachers to Promote

Equity in Education (March 13, 2014).

Created and facilitated workshops for the cohort of

graduate and undergraduate students to perform with

community members. Resplandor International, a non-

profit cultural and educational center in Guanajuato,

Mexico (June 11-25, 2012).

Verano en Mexico, Guanajuato, Mexico. Taught a two-

week course on Community Literacy Development (June

11-15, 2012).

National

State

Ana Christina da Silva Iddings 22

2013 College of Education Representative at the Arizona Town

Hall on Early Childhood Education and Civic Engagement

(Grand Canyon, AZ November 1-4).

Local

2013-present Family and Community Outreach—Ochoa Regio Emilio

Magnet School, Tucson Unified Schools District

2013-present ECE Teacher Professional Development—Ochoa Regio

Emilio Magnet School, Tucson Unified Schools District

2012-present Family and Community Outreach— Ocotillo Early Learning

Center, Sunnyside School District

2012-present ECE Teacher Professional Development— Ocotillo Early

Learning Center, Sunnyside School District

2010-present Family and Community Outreach—Emily Meschter Early

Learning Center, Flowing Wells School District

2010-present ECE Teacher Professional Development— Emily Meschter

Early Learning Center, Flowing Wells School District

2011-2014 Summer Institute for ECE Teacher Professional

Development (CREATE) for our partner teachers in the

field

2009-2011 Member at Large of the Southern Arizona Association for

the Education of Young Children

2006-2012 Member of the Professional Preparation Board serving

partnerships between the College of Education at the

University of Arizona and area school districts.

SERVICE

Editorial Activities

2012-present Associate Editor, The Journal of Literacy Research (JLR).

23

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. (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.

Provides commentary on key issues from gender-balanced

and racially diverse perspectives.

Editorial Board Memberships:

2013- present Reading Research Quarterly.

Reading Research Quarterly (RRQ) is the leading research

journal in the field of literacy research, publishing diverse

viewpoints on literacy practices, teaching, and learning.

2013-present Language and Sociocultural Theory

Language and Sociocultural Theory (LST) is an international

journal devoted to the study of language and draws upon

research in linguistics and applied linguistics, psychology

and cognitive science, anthropology, education, and

cultural studies.

Manuscript Review for the following journals (2013, 2014, 2015)

Reading Research Quarterly

Journal of Teacher Education

Language and Sociocultural Theory

Journal of Literacy Research

Urban Education

Service to National Professional Organizations

2015-present Director, Early Childhood Education Assembly Board

(NCTE)

2011-present Student Outstanding Research Award Committee Literacy

Research Association (LRA)

2011-2012 Member of Common Core Evaluation Task Force for the

Ana Christina da Silva Iddings 24

International Reading Association (IRA)

2011 Nominated for the Literacy Research Association Board

(LRA)

2008-2011 Director, Language Commission; National Council for

Teachers of English (NCTE)

2011-present Member, Language Collaborative; National Council for

Teachers of English (NCTE)

2011-present Member Early Childhood Education Assembly, National

Council for Teachers of English (NCTE)

Proposal Review for the following national conferences

American Educational Research Association (Division K,

Division G, Cultural Historical Activity Theory (CHAT) SIG

2010, 2011, 2012, 2013, 2014)

Professional memberships

American Education Research Association

National Council of Teachers of English

National Association for the Education of Young Children

Literacy Research Association

International Society for Cultural Activity Research

Service to the Department of Teaching, Learning and Sociocultural Studies

2015-2016 Search Committee for Technology Enhanced Language

Learning

2014-2015 Search Committee Chair for Assistant Professor of Early

Childhood Education

2014-2015 Elementary Program Revision Committee Chair

2013-2014 Search Committee for Assistant Professor of

Bilingual/Multicultural Education

25

2013-Spring Peer-Review Committee for Annual Performance

Evaluations

2013-Fall Tenure and Promotion Review Committee

2012 Search Committee Chair for Assistant Professor of Early

Childhood Education

2012 Peer-Review Committee for Annual Performance

Evaluations

2012 Search Committee Chair for Assistant Professor of Early

Childhood Education

2011 Search Committee Chair, Project Coordinator—Curriculum

(CREATE)

2011 Search Committee Chair, Project Coordinator—Family &

Community (CREATE)

2011 Search Committee Chair, Project Manager—(CREATE)

2011 Graduate Student Committee (TTE)

2011 Peer-Review Committee for Annual Performance

Evaluations

2011 Early Childhood Education Committee Chair

2011 Led Student Teaching Handbook Revisions for ECE

2011 Led curriculum revisions for ECE

2011 Led syllabus coordination efforts for the ECE program

Service to the Language, Reading, and Culture (LRC) Graduate Program

2014 Curriculum Committee

2013 Student Affairs Committee

2012 Student Affairs Committee

Ana Christina da Silva Iddings 26

Service to the Teaching and Teacher Education (TTE) Undergraduate and

Graduate Programs

2006-2011 Elementary Education Teacher Preparation Committee 2010-present Early Childhood Teacher Preparation Committee

2006-2012 Teaching and Teacher Education Graduate Program

Service to the College of Education

2013-present College of Education Academic Programs Committee (APC)

2006-present Member of College of Education Bilingual Education

Committee (COEBE)

2006-2012 Professional Preparation Board

Service to the University Committees

2015 Tenure and Promotion Committee, UA South.

2013-present Office of Global Initiatives. International Academic

Partnership Program—Brazil, Chile, Mexico

2006-present Minority Women Faculty Committee

Other service

2013-Fall Invited Lecturer for the UA Hispanic Heritage Alumni

Scholars in the Mexican American Studies Department:

Funds of Knowledge

2012-Spring Invited Lecturer for Second Language Acquisition and

Teaching (SLAT): Conducting Research: Qualitative

Methods

2011-Spring Invited Lecturer for SLAT: Conducting Research:

Sociocultural Theory and Methods.

27

2011-Spring Invited Lecturer for SLAT: Play and L2 Development

2011-Spring Invited Lecturer for SLAT: Vygotsky in Education

2011-Spring Invited Lecturer for SLAT: English Learner’s Literacy

Research