Paola Uccelli is Professor of Education at the Harvard Graduate School of Education and the convener of the Language for Learning Research Team. With a background in linguistics, she studies socio-cultural and individual differences in students' language and literacy development throughout the school years.
Christopher D. Barr
Dr. Barr is the Director of Assessment and Evaluation of STEM Programs at Rice University. He has been an evaluator and psychometric expert on several federally funded projects in education, natural science, and engineering. His focus is to conduct rigorous quantitative and qualitative measurement and program evaluation utilizing validated assessment tools with published psychometric properties, qualitative rubrics with reliable scoring procedures, and developing and validating assessments in-line with the recommendations of the Standards for Educational and Psychological Testing (AERA & APA, 2014).
Beatriz Cardoso, President of the Laboratório de Educação. She holds a Ph.D. in Education from the Universidade de São Paulo (USP) and a Specialization from the Institut Municipal d’Educació, Barcelona, where she worked with Prof. Ana Teberosky. Beatriz has been an educator since 1978, teaching at USP School of Education for 10 years and developing professional development programs for public school districts. From 2007 to 2012, she presided over the nonprofit Comunidade Educativa-CEDAC. In 2013 she joined the Advanced Leadership Initiative at Harvard University and in 2014 became a Senior Ashoka Fellow. From 2016 to 2019, she served as Director of the Fernando Henrique Cardoso Foundation and she still serves in its Board. In 2012, she founded the Laboratório de Educação, which she currently leads.
Alejandra Meneses, Associate Professor, Pontificia Universidad Católica de Chile. Her research focuses on language for school literacy and science learning. She earned her doctorate in Linguistics at the Pontificia Universidad Católica de Valparaíso and conducted ethnographic research on discursive representations of reading and writing. As postdoctoral fellow at HGSE, she collaborated with the CALS team and subsequently led the development of the Spanish CALS. Currently, Alejandra leads a four-year grant to test her CLIC intervention, designed to advance scientific understanding through multimodal and academic language supports for 4th graders attending low-income schools. Viewing teachers as agents of social change, she works with educators to develop novel practices for teachers’ ongoing learning.
Emily Phillips Galloway
Emily Phillips Galloway is Assistant Professor at the Peabody School of Education, Vanderbilt University. Rooted in her experiences as a former middle school reading specialist, her research explores the relations between school-relevant language expression and comprehension during middle childhood, with a focus on learners from linguistically and culturally minoritized communities. With the goal of advancing anti-racist pedagogy, her work aims to position school-relevant language as a semiotic resource for critically examining inequality, envisioning change, fostering learner agency, and nurturing learners’ socioemotional, professional, and political aspirations. Committed to advancing research-practice partnerships, she also works regularly with teachers, school leaders, and administrators.
Wenjuan Qin is an assistant professor at the College of Foreign Languages and Literature, Fudan University, China. She received her doctorate from the Harvard Graduate School of Education. Her teaching and researching focus on language development as influenced by home and school factors in learners from various linguistic and sociocultural backgrounds. She conducts quantitative, qualitative and mixed-methods studies to address three lines of research: 1) Writing development of second language learners, especially how they deploy different linguistic forms to write across genres, registers and communicative contexts. 2) Development of academic language skills for school-relevant reading and writing. 3) Influence of home literacy practices on children's language development.
L4L Research Team Coordinator
Linda Andreev is a PhD student in the Human Development, Learning and Teaching program at the Harvard Graduate School of Education. Before coming to Harvard, Linda worked as an English Language Development teacher and oversaw programs for English learners and newly arrived immigrant youth (newcomers). Linda’s research interests involve language and literacy, instructional practices that support newcomers, and teacher learning.
Research Assistants, PhD and EdM Students
Ziyun Deng is an advanced doctoral student in Human Development and Education at the Harvard Graduate School of Education. Ziyun is the Program Coordinator of the Language for Learning research team and is working on the development of Computer Adaptive Test of the Core Academic Language Skills Instrument (CAT-CALS). She is also leading the User Experience research of the CAT-CALS project. Ziyun is writing her dissertation on adolescent argumentative writing, designing a novel instrument system to examine 5th-to-8th graders’ writing development in vocabulary, syntax, and argumentation complexity. During her study at Harvard, Ziyun also worked as a Freshman Proctor and Academic Adviser at Harvard College.
Gladys Aguilar is a PhD candidate in the Human Development, Teaching and Learning concentration at Harvard University. Her research involves Latinx children’s first and second language development and its relation to biliteracy. Having immigrated from Méxicoto the U.S. as a child, she is interested in the influence of cultural factors, parents and teachers in the association between minoritized children’s dual language development and their educational, psychosocial, and emotional well-being.Gladys has worked as a Spanish-Englishbilingual teacher and as a mental health professional in urban settings serving predominantly immigrant families.
Mariam Dahbi is a PhD in Education candidate at Harvard University with a concentration in Human Development, Learning and Teaching. As a Masters student and later Teaching Fellow at Harvard University's Graduate School of Education, Mariam immersed herself in the foundations of language and literacy development and built strong skills in educational research. Mariam's research interests include studying the role of arts-integrated education in early childhood multilingual development.
Hugo Vilar is a doctoral student in the Teaching and Learning of Sciences, Languages, Arts and Humanities program at the University of Barcelon and a visiting scholar at Harvard Graduate School of Education. He graduated as an Elementary Education Teacher at the University of Barcelona, where he also studied a master’s degree on Research in Language and Literature Teaching. He has worked as a teacher in elementary education, in the Teacher of Early Childhood Education Bachelor’s degree, and in the Teacher of Spanish as a Foreign Language master’s degree. His research interest is in writing development across the lifespan.
Xizi Zhang earned an Ed.M. degree in Human Development and Psychology from Havard Graduate School of Education in 2020. Before coming to Harvard, she obtained her B.A. in Elementary Education from University of Michigan, Ann Arbor, and her M.A. degree in Learning Sciences from Northwestern University. With experiences teaching English in the U.S. and China, Xizi is primarily interested in the literacy development of ESL and EFL adolescents. Xizi is currently working on item development and User Experience research in the CAT CALS project. She is also working with Dr. Wenjuan Qin from Fudan University, China to study syntactic complexity in L2 English writing across geners and registers.
Miranda Hansen is an Ed.M. '20 graduate of the Language and Literacy program at the Harvard Graduate School of Education. She received her B.A. in Psychology and Latin American studies from the University of Texas at Austin. Miranda's research interests include bilingual language development, youth empowerment through literacy, and international education. She currently works as a research assistant focusing on decontexualized language in Spanish-speaking mothers and preschoolers and developing assessments for Core Academic Language Skills. Miranda has worked internationally with educational and literacy programs, including teaching English in El Salvador, establishing libraries in rural schools in Colombia, and conducting research on global educational programs at the Bahá’í World Centre in Israel.
Ariana Aparicio Aguilar
Paul Moch Islas
María Juliana Rojas
Former L4L Members
Ed.D, Harvard Graduate School of Education
Christina L. Dobbs
Ed.D, Harvard Graduate School of Education