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Alice Miano

Alice Miano


Ali Miano studies literacy as an ideological practice, especially among societally marginalized groups. Her work focuses on respect and recognition for the literate practices and parental school efforts of Mexican immigrant mothers in the U.S. Related research interests include Spanish native language literacy in the U.S., adult literacy, bilingualism, biliteracy, and second language teaching and learning, especially in combination with community engaged learning. Dr. Miano and her second-year students of Spanish collaborate each quarter on a joint art project with a local chapter of the Boys & Girls Club of the Peninsula. Each winter, many of her third-year students embark upon a digital storytelling project with Stanford workers. Most recently, she has volunteered with the CARA Family Detention Project in Dilley, TX, as well as Al Otro Lado in Tijuana, Mexico assisting families at the U.S. border in seeking asylum.

Professional Affiliations & Activities: 
Co-Secretary, American Council on the Teaching of Foreign Languages (ACTFL), Critical & Social Justice Approaches Special Interest Group (CSJA SIG) (2017 - Present)
President Elect, American Association of Teachers of Spanish & Portuguese (AATSP), Northern California Chapter (2018 - Present)
Honors & Awards: 
Faculty Fellow, Stanford University Haas Center for Public Service (2018)
Gores Award for Excellence in Teaching, Stanford University (1997)
Outstanding Dissertation, American Educational Research Association Family, School & Community Partnership SIG (2012)

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.