Skip to main content

Search NYU Steinhardt


Lorena Llosa

Associate Professor of Education; Faculty Fellow-in-Residence, Carlyle Court

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 studies 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 assessments of language proficiency, assessment of academic writing, 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 currently serves as Co-PI on 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 Learningand the American Educational Research Journal. Dr. Llosa is associate editor of the American Educational Research Journal and serves on the Committee of Examiners of the Test of English as a Foreign Language (TOEFL) at Educational Testing Service. In 2019 she was awarded the AERA Second Language Research SIG Mid-Career Award.

Selected Publications

  • Llosa, L.(in press).  Revisiting the role of content in language assessment constructs. In Ockey, G. and Green, B. (Eds).A next generation of fundamental considerations in Language Assessment: A festshrift in honor of Lyle F. Bachman. Springer.
  • Llosa, L., Grapin, S. E., Friginal, E., Cushing, S. T., & Malone, M.E. (in press). Linguistic dimensions of TOEFL iBT essays compared with successful student disciplinary writing. TESOL Quarterly.
  • Llosa, L. & Malone, M. E. (2019). Comparability of students’ writing performance on TOEFL iBT and in university writing courses. Language Testing36(2), 235-263.
  • Lee, O., Llosa, L.,Grapin, S. E., Haas, A., & Goggins, M. (2019). Science and language integration with English learners: A conceptual framework guiding instructional materials development. Science Education,103, 317-337.
  • Beck, S., Llosa, L.Black, K., & Anderson, A.T.G. (2018). From assessing to teaching writing: What teachers prioritize. Assessing Writing, 37, 68-77.
  • 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.


Teaching English to Speakers of Other Languages (TESOL)

Prepare for a career as a teacher or researcher in English as a New Language (ENL), working with learners from diverse linguistic and educational backgrounds.

Bilingual Education

Prepare to work with students from diverse linguistic and educational backgrounds through a career as a K–12 bilingual education teacher or researcher.

Foreign Language Education

Prepare for a career as a teacher of Chinese, French, Italian, Japanese, or Spanish to learners in diverse national and international settings.


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 #
Fall, Spring, Summer

Teaching Second Language Across Content Areas

This course focuses on theories and pedagogical approaches in content and language integration for students across educational contexts, including emergent bilingual students in content classrooms and language learners in ESL/EFL classrooms. Students develop an understanding of theoretical foundations for language and content integration, and learn to apply them in practice through observing multilingual learners’ use of languages in school, analyzing the linguistic demands of content texts and instruction, and designing content and language integrated lesson plans.
Course #
Fall, Spring, Summer