Amanda Kibler

Amanda Kibler
Amanda Kibler
Professor and Teaching Program Chair, College of Education,
Oregon State University

Amanda Kibler is a professor at Oregon State University's College of Education. Her scholarship seeks to better understand the language and literacy development of multilingual children and adolescents from immigrant backgrounds and to use these insights to support educators in providing more equitable learning opportunities for all students. Kibler's work has been funded by both the Spencer Foundation and the William T. Grant Foundation and has been published in Applied Linguistics, Language Learning, The International Multilingual Research Journal, The Modern Language Journal, TESOL Quarterly, Teachers College Record, and others. Longitudinal Interactional Histories: Bilingual and Biliterate Journeys of Mexican Immigrant-Origin Youth, her book documenting an eight-year longitudinal study, was published in 2019. Kibler is currently coeditor for Journal of Second Language Writing. She has served as chair of the AERA Second Language Research Special Interest Group (2015–17); been a member of the TESOL International Association’s Research Committee (2013–17); and served as chair of the American Association for Applied Linguistics’ Dissertation Award Committee (2018–present). She received the award for Best Article of the 2017 Publishing Year from the Journal of Second Language Writing; the 2018 AERA Second Language Research SIG Midcareer Award; and the 2020 TESOL Award for Distinguished Research. Kibler is currently a research council member of the National Research and Development Center to Improve Opportunities and Achievement for English Learners in Secondary Schools (2020–25), and PI of a national study of coteaching conducted through that center.

updated 2022

Contributing initiatives
Publications by Amanda Kibler
A Summary Brief
This brief summarizes key findings from the Bilingual Research Journal article “Understanding Newcomer English Learner Students’ English Language Development: Comparisons and Predictors.” The study analyzed incoming English proficiency and…