Jennifer Altavilla-Giordano

Program Director, TESOL & Bilingual Education (Licensure)

Jennifer Altavilla

Dr. Jennifer Altavilla-Giordano is a lecturer and program director for TESOL & Bilingual Education (Licensure) at BU Wheelock College of Education & Human Development. Her research focuses on professional development, pre-service training, and instructional coaching for teachers who work with students classified as English learners. She is passionate about collaborating with districts, schools, and teachers through research-practice partnerships to improve multilingual learners’ school experiences and access to grade-level curriculum. She is certified as a Terrier F1RSTS Advocate.

Previously, Dr. Altavilla-Giordano taught undergraduate and graduate students at Stanford University, Lesley University, and the Alder Graduate School of Education. She served as a literature instructional coach and dean of faculty for Breakthrough Silicon Valley, and consulted with the National Network of Education Research Practice Partnerships (NNERPP) and the Council of Great City Schools (CGCS). Prior to that, Dr. Altavilla-Giordano was an elementary and middle-school teacher in Boston, and also served as an English as a Second Language (ESL) program coordinator and a course instructor for the Massachusetts Department of Elementary and Secondary Education.

PhD, Educational Policy, Stanford Graduate School of Education

EdM, Teaching & Curriculum, Harvard Graduate School of Education

BA, Journalism and English Literature, New York University

BI 535: Literacy Development for Bilingual Students

TL 520/525: Teaching English Language Learners

BI 504: Seminar: The Student Teaching Experience (ESL)

TL 508: Methods of Teaching English as a Second Language

Altavilla, J.M. (2021). Backtalk: The right time for research-practice partnerships. Phi Delta Kappan, 102(8), 69-69.

Altavilla, J.M., Elosua, P., and Solano-Flores, G. (2021). Language and socioeconomic factors impacting mathematics achievement in the Basque Autonomous Community. Journal of Multilingual and Multicultural Development.

Altavilla, J.M. (2020). How technology affects instruction for English learners. Phi Delta Kappan, 102(1).

Altavilla, J.M., Biernacki, P., Solano-Flores, G., Valdés, G., & Garcia Fontana, R. (2020). Disentangling educational structural inequity: Spanning trees of mathematics course-taking trajectories in a high school. Educational Measurement: Issues and Practice, 39(1).

Altavilla-Giordano, J.M. (September, 2022). Teaching Language Objectives Using Next-Generation ESL Curriculum Resources. Presented at the WIDA Annual Conference, Louisville, KY.

Altavilla, J.M. (2021, April). Supervise or Support: How Coaches Make Decisions During Professional Development for Teachers of English Learners. Paper presented at the conference of the American Educational Research Association, Orlando, FL. (Virtual Conference)

Menon, P., Altavilla, J.M. (2020, February). Using Classroom Observations to Examine English Learners’ Language and Content Development Opportunities Through Professional Development. Paper presented at the Conference on Academic Research in Education, Las Vegas, NV.

Altavilla, J.M., Elosua, P. (2019, April). The impact of language and socioeconomic status on mathematics score distributions in the Basque Autonomous Community. Paper presented at the conference of the Comparative International Education Society, San Francisco, CA.

Altavilla, J.M. (2015, May). Adapting the 7-steps for vocabulary strategy for grades K1-3. Presented at the Massachusetts Association of Teachers of Speakers of Other Languages Conference, Framingham, MA.

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