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 of two NSF-funded projects to develop science curricula and assessments that support English learners’ science learning, computational thinking, and language development. She is currently one of the lead investigators of the Center for the Success of English Learners (CSEL), a research and development center funded by the Institute of Education Sciences.
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. Dr. Llosa is associate editor of the American Educational Research Journal and serves as Chair of the TOEFL Committee of Examiners. In 2019 she was awarded the AERA Second Language Research SIG Mid-Career Award.
- Llosa, L. (2020). 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 (pp.29-42). Springer.
Llosa, L., Grapin, S. E., & Haas, A. (in press). Four types of embedded formative assessment in the science classroom with English learners. Science and Children.
Grapin, S.E., Llosa, L., Haas, A., & Lee, O. (in press). Rethinking instructional strategies with English learners in the content areas in light of contemporary perspectives on content and language learning. TESOL Journal.
- Llosa, L., Grapin, S. E., Friginal, E., Cushing, S. T., & Malone, M.E. (2020). Linguistic dimensions of TOEFL iBT essays compared with successful student disciplinary writing. TESOL Quarterly, 54(1), 251-265.
- Llosa, L. & Malone, M. E. (2019). Comparability of students’ writing performance on TOEFL iBT and in university writing courses. Language Testing, 36(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.