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Lorena Llosa

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 TestingLanguage Assessment QuarterlyEducational Measurement: Issues and PracticeEducational AssessmentAssessing WritingLanguage Teaching ResearchLanguage LearningReading and Writing QuarterlyTeachers 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

Selected Publications

  • Llosa, L.& Malone, M. E. (2018). Comparability of students’ writing performance on TOEFL iBT and in university writing coursesLanguage 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 Writing34, 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.

Programs

Teaching English to Speakers of Other Languages (TESOL)

Prepare for a career as a teacher, researcher, or curriculum developer in ESL, working with learners from diverse linguistic and educational backgrounds.

Bilingual Education

Our Bilingual Education program prepares teachers, researchers, and curriculum developers to work in bilingual education at all levels.

Foreign Language Education

Gain the language and pedagogy skills to teach Chinese, French, Italian, Japanese, or Spanish to learners from diverse educational and ethnic backgrounds.

Courses

Intercultural Perspectives in Multicultural Education

Cultural perspectives on language learning, language use and education. Focus on sociolinguistic issues in education and pedagogical implications for linguistic and cultural minority students. Central topics include cross-cultural communication in the classroom, including the role of ethnicity, race, gender and social class; the relationships between home/community language use patterns and school achievement; cultural perspectives on school-community relations; cross-cultural perspectives on parenting and language socialization; standard and nonstandard language varieties in the classroom; and effective instructional approaches for linguistically and culturally diverse classrooms.
Course #
LANED-GE 8005
Units
3
Term
Summer
Faculty

Professors

Lorena Llosa ,
Department

Intercultural Perspectives in Multicultural Education

This course offers multidisciplinary perspectives on language learning and use in the context of globalization. Topics may include (1) cross-cultural communication in the classroom, including the role of ethnicity, race, gender, and social class; (2) the relationships among home/school/community language use and school achievement; (4) cross-cultural perspectives on language socialization; and (5) language varieties in the classroom and other settings. The course emphasizes developing intercultural competence as education professionals.
Course #
LANED-GE 2005
Units
3
Term
Fall, Spring, Summer
Faculty

Professors

Lorena Llosa ,
Department

Language Evaluation and Assessment

Workshop for development of placement, achievement, diagnostic, and proficiency tests for second language students for all language and ability levels.Examination of language tests and such concepts as validity and reliability in testing.
Course #
LANED-GE 8060
Units
3
Term
Spring
Faculty

Professors

Lorena Llosa ,
Department

Language Evaluation and Assessment

This course provides students with an understanding of the fundamental goals, principles, and concerns of second and foreign language assessment. The course emphasizes classroom assessments that promote student learning. Students connect theory to practice by analyzing existing language assessments and developing their own language classroom assessment.
Course #
LANED-GE 2060
Units
3
Term
Fall, Spring, Summer
Faculty

Professors

Lorena Llosa ,
Department