Dr. Alice (Ali) Miano teaches Spanish at all levels from a social justice standpoint. She likewise incorporates and studies the effects of community-engaged language learning (CELL), both in her classes and in the Spanish-speaking communities in which she and her students interact. Dr. Miano's work examines reciprocal gains as well as challenges in CELL, and likewise interrogates traditional notions of "service" and “help” while underscoring the community cultural wealth, resistance, and resilience (Yosso, 2005) found in under-resourced communities and communities of color. Dr. Miano and her second-year students of Spanish have teamed up regularly on joint art projects with a local chapter of the Boys & Girls Club of the Peninsula and currently collaborate with the Mountain View Dayworker Center. Each winter, many of her third-year students embark upon a digital storytelling project with Stanford workers. Additionally, Dr. Miano's ethnographic research has examined the literate practices and parental school efforts of Mexican immigrant mothers in the Silicon Valley, finding that regardless of the mothers' (in)access to formal education, they supported their children's schooling in a variety of ways, many of which go unrecognized by educators and the society at large. Dr. Miano has also volunteered to assist asylum seekers through the CARA Probono Project at the South Texas Family Detention Center in Dilley, TX; Al Otro Lado in Tijuana, Mexico; the Services, Immigration Rights, and Education Network (SIREN) in the San Francisco Bay Area, and Freedom for Immigrants. In addition, as a workshop facilitator certified by the American Council on the Teaching of Foreign Languages (ACTFL) in the Oral Proficiency Interview (OPI) and Writing Proficiency Test (WPT), Dr. Miano has been privileged to engage with language instructors at various points around the globe--including Madagascar and Timor Leste, as well as a variety of Latin American countries from Paraguay to Mexico--on behalf of both ACTFL and the U.S. Peace Corps.
Miano, A. A. (2018). Building community connections with the Boys & Girls Clubs of America. The Language Educator, 13(4).
Brates, V., Del Carpio, C., Miano, A. A., Houts, P., Carvajal, I., & Barco, M. (2018). Abriendo caminos: Breaking new ground in community-engaged learning. Engaging the world: Social pedagogies and language learning (Vol. 2017, pp. 87–108). Cengage.
Romeo, K., Bernhardt, E. B., Miano, A. A., & Malik Lefell, C. (2017). Exploring blended learning in a postsecondary Spanish Language Program: Observations, perceptions and proficiency ratings. Foreign Language Annals, 50(4).
Miano, A. A., Bernhardt, E. B., & Brates, V. (2016). Exploring the Effects of a Short-Term Spanish Immersion Program in a Postsecondary Setting. FOREIGN LANGUAGE ANNALS, 49(2), 287–301.
Miano, A. A. (2011). Schools reading parents' worlds: Mexican immigrant mothers building family literacy networks. Multicultural Education, 18(2).
Bernhardt, E. B., Valdés, G., Miano, A. A., & Scott, V. (2009). A chronicle of standards-based curricular reform in a research university. (V. Scott, Ed.)Principles and practices of the standards in college foreign language education (pp. 54–85). Heinle & Heinle.
Miano, A. A., Ball, A., & Freedman, S. (2004). Hybridity as literacy, literacy as hybridity: Dialogic responses to a heteroglossic world. (A. Ball & S. Freedman, Eds.)Bakhtinian Perspectives on Language, Literacy and Learning. Cambridge University Press.