Ph.D. in Education with emphasis in Applied Lingusitics and Cultural Perspectives and Comparative Education, University of California, Santa Barbara (2012)
M.A. in Portuguese Linguistics, Universidade Federal do Rio de Janeiro (2007)
B.A. in English and Portuguese with emphasis in teaching English as a Second and Foreign Language, Universidade Federal do Rio de Janeiro (2004)
Dr. Clara Vaz Bauler has a Ph.D. in Education with emphases in Applied Linguistics and Cultural Perspectives and Comparative Education from the University of California, Santa Barbara. She draws from thirteen years of national and international classroom teaching and work with multilingual learners from preschool to adult levels to inform her research and practice. She has worked as a world languages and ESOL teacher educator since 2008. She has also led workshops on integrating language and content for working with English Language Learners for New York City and Long Island teachers. Her research focuses on language learning and technology.
First Year Seminar: Multilingualism In Schools And Society
Sociolinguistic Perspectives In Adolescence Education
Sociolinguistic Perspectives In Childhood Education
Tesol I: Developing Literacy Skills In The Esl Classroom
Theories Of Second Language Acquisition; Socio Cultural Considerations
In thinking about the guiding principles that orient my practice as a teacher, I immediately think of dialogue. Dialogue, according to Paulo Freire, is “an existential requirement, an encounter that allows us to pronounce and enact the world with others.” In this perspective, dialogue involves the idea that teachers and students learn together with each other. By engaging in genuine dialogue, teachers become learners and learners become teachers. This process involves humility, trust, mutual admiration and respect, as well as the belief that teacher-students and student-teachers can together construct knowledge and transform their worlds. It is my hope that in every educational encounter I have with students, we commit to be working together as partners, co-instructors and learners to design learning-rich as well as culturally and socially-responsive educational environments.
My main goal as a teacher has always been to foster and facilitate a collaborative and potentially transformative learning environment in which every member is responsible for each other’s growth. My ideal classroom is a place where teacher and students form a community of peers that not only strive for cultivating an affectionate atmosphere, but also challenge and push each other's thinking. This classroom demands that teacher and students take risks, and are not afraid of considering alternative and less explored ways of thinking and acting in the world. This classroom also demands attentive listening and openness to being moved by other people's ideas and concerns. In this context, students and teacher not only develop “skills,” but also engage, together, in a critical dialogue and process of discovery and exploration.
Trained in Applied Linguistics, I see my research as interdisciplinary, firmly grounded in practice, and deeply concerned with real-life problems. In this perspective, language permeates our everyday activities, shaping our interactions with others and the world. My work is heavily influenced by Michael Halliday’s functional view of language, which posits that meaning is an integral part of the choices we make as speakers and writers (Halliday, 1994).
As a sociolinguist and critical discourse analyst, I am interested in unveiling unjust and often hidden educational practices that propagate language shaming and discrimination. I investigate language used in newsmedia, social media and classrooms inquiring on the contexts, purposes and consequences of using certain terms and enacting specific policing practices associated with migration flows and linguistically diverse populations. As a language educator, I am interested in pedagogical practices that validate multilingual learners' assets and resources.
My research agenda includes three interrelated strands. The first strand examines how digital media technology can be used to support multilingual learners’ academic writing while valuing their voices, linguistic assets and composition strategies. The second strand examines ways to better prepare pre-service and in-service teachers to effectively work with linguistically diverse learners in both virtual and face-to-face environments. The third strand examines ways disciplinary content, academic discourses, and translanguaging practices can be integrated to support and empower emergent bilinguals, especially in science and STEM.
Bauler, C. V. & Kang, E. J. S. (2021). Exploring teacher residency candidates’ perceptions of preparation to support immigrant students in elementary classrooms. In R. M. Reardon & J. Leonard (Eds.), School-University-Community Collaboration and the Immigrant Educational Experience. IGI-Global.
Bauler, C. V., Wang, X. L. & Thornburg, D. (2020). Developing global-mindedness in teacher education through virtual and international intercultural experiences. In L. Baecher (Ed.), Study Abroad for Pre- and In-Service Teachers: Transformative learning at the global scale. London: Routledge.
Bauler, C. V. (2019). Speech acts and cross-cultural pragmatics. In N. Erdogan & M. Wei (Eds.), Applied Linguistics for teachers of culturally and linguistically diverse learners (pp. 223-238). Hershey, PA: IGI Global.
Bauler, C. V. & Gordon, D. M. (2018). Developing linguistic and cultural awareness for working with ELLs: Activities for beginning teacher preparation. In P. B. Swanson & S. A. Hildebrandt (Eds.), Researching edTPA problems and promises: Perspectives from ESOL, English, and WL teacher education (pp. 87-115). Charlotte, NC: Information Age Publishing.
Bauler, C.V. (2021). 'Flipgrid netiquette': Unearthing language ideologies in the remote learning era. English in Education, 3, [Special Issue: Grammar in schools: politics, policies and pedagogies]. https://www.tandfonline.com/doi/full/10.1080/04250494.2021.1927698
Bauler, C. V. & Kang, E. J. S. (2020). Elementary and ESOL teachers’ resilient co-teaching practices: A long-term view. International Multilingual Research Journal, 14(2). https://www.tandfonline.com/doi/full/10.1080/19313152.2020.1747163
Bauler, C. V., Kang, E. J. S., Afanador-Vega, A., & Stevenson, A. (2019). “My partner always helps me”: Exploring two co-teachers’ practices to support writing in a first-grade linguistically diverse elementary class. TESL-EJ, 23(2).
Swanson, L. H., Kang, J. S., & Bauler, C. V. (2019). Revealing a bilingual science teacher's dynamic views and practice about science and language teaching through dialogic reflections. Cultural Studies of Science Education, 1-21.
Bauler, C. V. (2019). Crafting argumentation: Two multilingual writers’ discursive choices in online discussions and persuasive essays. Cogent Education, 6(1).
Kang, J. S., Swanson, L., & Bauler, C. V. (2017). “Explicame”: Examining emergent bilinguals’ ability to construct arguments and explanations during a unit on plate tectonics. Electronic Journal of Science Education, 21(6), 12-45.
Bauler, C. V. (2017, February). Becoming a language specialist: The unique role of the ENL teacher in integrated periods. Idiom, 47(1), 13-15.
Kang, E., Swanson, L., & Bauler, C. V. (2016). Making science real: Supporting English learners in argumentation and explanation through authentic tasks. Science Scope, 39(8), 27-34. Retrieved from http://www.nsta.org/middleschool/
Bauler, C. V. & Scalzo, J. (2016). Interdisciplinary project design: Integrating language, content, and technology for working with English learners. Issues in Teacher Education, 25(2), 69-88.
Bauler, C. V. (2013). Online forum discussions and the development of opinions in college-level ESL writing. The CATESOL Journal, 24(1).
Bauler, C. V. (2012), Multiletramentos na era digital: uma reflexão crítica para a educação (Multiliteracies in the digital era: a critical reflection for education). Revista Escrita, 14.
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