Meet the Lurie College Faculty | Katya Aguilar

Dr. Aguilar’s research focuses on professional preparation and development among teacher candidates, in-service teachers, and faculty in effective practices for enhancing the educational opportunities of English learner (EL) students across secondary and post-secondary classroom settings.  Specific threads her scholarly work in this area include exploring avenues for 1) supporting the academic language development of linguistically diverse future educators, 2) promoting equity through co-teaching and professional learning communities, and 3) challenging beliefs and assumptions held by educators about English learner students.  Read Katya’s full profile below and listen to her personality playlist on the Lurie College Spotify account!

Professor, Teacher Education
Ph.D., Curriculum & Instruction, Kansas State University
M.S., Secondary Education, Kansas State University
B.A., Psychology, William Jewell College
Recent Publications
Karathanos-Aguilar, K. & Sidnman-Taveau, R. (2016). Academic writing development and self-efficacy: A model for linguistically diverse pre-service teachers, Issues in Teacher Education, 25(2), 133-147.
Sidman-Taveau R. & Karathanos-Aguilar, K. (2015). Academic Writing for Graduate-Level English as a Second Language Students: Experiences in Education, CATESOL Journal, 27(1), 27-52. Feature Article.
Karathanos, K. & Mena, D. (2014). Exploring the experiences of linguistically diverse College of Education student writers, Journal of University Teaching & Learning Practice, 11(3).
Aminy, M. & Karathanos, K. (2011). Benefiting the educator and student alike: Effective strategies for supporting the academic language development of English learner (EL) teacher candidates. Issues in Teacher Education, 20(2), 95-109.
Karathanos, K. (2010). Teaching English language learner students in US mainstream schools: Intersections of language, pedagogy, and power. International Journal of Inclusive Education, 14(1), 49-65.
Noteworthy Grants and Awards
Karathanos K. & Felton, M. (2012-2017). Principal Investigator, The Trio Project: Addressing Academic Language Development across the Teacher Continuum. U.S. Department of Education, Office of English Language Acquisition. National Professional Development Grant funded for $1,765,885.
Online Resources
Areas of Research Interest
Academic language development
Biliteracy teacher education
English learners
Linguistic diversity
Teacher beliefs

About the Author

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