Lorena Llosa is a Professor of Education in the Steinhardt School of Culture, Education, and Human Development at New York University. Trained as an applied linguist, she studies the teaching, learning, and assessment of multilingual learners in K-16 contexts. Her research has focused on standards-based classroom assessments of language proficiency, assessment of academic writing, classroom formative assessment, assessment validation, and the integration of language and content in instruction and assessment. Dr. Llosa has served as Co-PI of a large, multi-site, multi-year efficacy study of a science intervention for English learners, and of two NSF-funded projects to develop science curricula and assessments that support English learners’ science learning, computational thinking, and language development.
Dr. Llosa’s work has been published in prominent peer-reviewed journals including Language Testing, Language Assessment Quarterly, Educational Measurement: Issues and Practice, Educational Assessment, Language Teaching Research, Language Learning, and the American Educational Research Journal.
Selected Publications
- Qin, K. & Llosa, L. (in press). Translingual caring and translingual aggression: (Re)centering criticality in the research and practice of translanguaging pedagogy. The Modern Language Journal. 107(3).
- Grapin, S. E. & Llosa, L., & Lee, O. (2022). Disciplinary practices with multilingual learners in the content areas: Investigating grasp of practice in fifth-grade science. Journal of Language, Identity, & Education. https://doi.org/10.1080/15348458.2021.2008253
- Llosa, L., Grapin, S. E., & Haas, A. (2022). Assessment for English learners: An illustration of four types of formative assessment in a fifth-grade physical science unit. Science and Children, 59(3), 58-63.
- Grapin, S. E. & Llosa, L. (2022). Multimodal tasks to assess English learners and their peers in science. Educational Assessment. https://doi.org/10.1080/10627197.2022.2028139
- Grapin, S. E. & Llosa, L. (2022). Dynamic assessment of English learners in the content areas: An exploratory study in fifth-grade science. TESOL Quarterly, 56(1), 201-229. https://doi.org/10.1002/tesq.3059
