Associate Professor of Education; Faculty Fellow-in-Residence, Carlyle Court (On Leave 2019-2020)
Teaching and Learning
Lorena Llosa is an Associate Professor of Education in the Steinhardt School of Culture, Education, and Human Development at New York University. Trained as an applied linguist, she focuses on the teaching, learning, and assessment of English learners’ content and language proficiency. The overarching goal of her research is to enhance the educational opportunities of English learners in K-16 contexts. Her studies have focused on standards-based classroom assessment of language proficiency, assessment of academic writing, placement testing of US-educated language minority students in community colleges, and the integration of language and content in instruction and assessment. She is currently Co-Principal Investigator on two projects funded by the National Science Foundation. The first project involves collaborative research between New York University and Stanford University to develop instructional materials aligned with the Next Generation Science Standards (NGSS) in order to support English learners’ science learning and language development in elementary schools. The second project involves a collaboration with MIT and Vanderbilt University on the integration of computational thinking into NGSS-aligned science instructional materials for English learners.
Dr. Llosa’s research has been published in prominent peer-reviewed journals such as Language Testing, Language Assessment Quarterly, Educational Measurement: Issues and Practice, Educational Assessment, Assessing Writing, Language Teaching Research, Language Learning, Reading and Writing Quarterly, Teachers College Record, and the American Educational Research Journal. She was awarded the National Academy of Education/Spencer Postdoctoral Fellowship in 2009. Dr. Llosa received her Ph.D. in Applied Linguistics from the University of California, Los Angeles
- Llosa, L.& Malone, M. E. (2018). Comparability of students’ writing performance on TOEFL iBT and in university writing courses. Language Testing. Online First.
- Beck, S., Llosa, L., Black, K. & Trzeszkowski-Giese, A. (in press) From assessment to instruction in writing: What do teachers prioritize? Assessing Writing.
- Llosa, L. & Malone, M. E. (2017). Student and instructor perceptions of writing tasks and performance on TOEFL iBT versus university writing courses. Assessing Writing, 34, 88-99.
- Llosa, L., Lee, O., Jiang, F., Haas, A., O’Connor, C., Van Booven, C. D., & Kieffer, M. J. (2016). Impact of a large-scale science intervention focused on English language learners. American Educational Research Journal, 53(2), 395-424.
- Llosa, L., Kieffer, M. J., & Lee, O. (2016). How can educational systems better serve English learners? White Paper. NYU Steinhardt.
Prepare for a career as a teacher, researcher, or curriculum developer in ESL, working with learners from diverse linguistic and educational backgrounds.
Our Bilingual Education program prepares teachers, researchers, and curriculum developers to work in bilingual education at all levels.
Gain the language and pedagogy skills to teach Chinese, French, Italian, Japanese, or Spanish to learners from diverse educational and ethnic backgrounds.