Diplomas/Degrees
Diplomas/Degrees
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)
Professional Experience
Professional Experience
Dr. Clara Vaz Bauler has a Ph.D. in Education with emphasis 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 from preschool to adult levels to inform her research and practice. She has worked as a world languages and TESOL teacher educator since 2008. Her research focuses on affirming and naturalizing multimodal and multilingual practices via digital media.
Personal Statement
Personal Statement
As a sociolinguist and critical discourse analyst, I am interested in unveiling unjust and often hidden educational practices that propagate language shaming and discrimination in news media and social media. As a language educator, I am interested in pedagogical practices that validate and affirm multilingual students' funds of knowledge and linguistic-semiotic resources. I advocate for the naturalization of multilingualism and multimodality in language teaching and learning spaces via digital media technology.
Recent Courses
Recent Courses
Community,Schools And Society
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
Teaching Philosophy
Teaching Philosophy
In thinking about the guiding principles that orient my practice as a teacher, I immediately think of dialogue. Dialogue, according to Paulo Freire, is 鈥渁n existential requirement, an encounter that allows us to pronounce and enact the world with others.鈥� 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鈥檚 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 鈥渟kills,鈥� but also engage, together, in a critical dialogue and process of discovery and exploration.
Research Interests
Research Interests
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 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 in news media and social media. As a language educator, I am interested in pedagogical practices that validate and affirm multilingual students' funds of knowledge and linguistic-semiotic resources. I advocate for the naturalization of multilingualism and multimodality in language teaching and learning spaces via digital media technology.
My research agenda includes three interrelated strands. The first strand examines how digital media technology can be used to leverage minoritized multilingual students’ writing to center their voices, linguistic-semiotic resources and composition strategies. The second strand examines ways to better prepare pre-service and in-service K-12 teachers to unveil pervasive and harmful raciolinguistic ideologies and deficit perspectives in their work with students in both virtual and face-to-face environments. The third strand examines ways translanguaging practices can be affirmed and validated in science and STEM.
Books
Books
Lin, C. & Bauler, C. V. (2023). Reimagining dialogue: Identity, language and power. Multilingual Matters.
Chapters
Chapters
Bauler, C. V., & Licata, G. (2024). Unsettling Second Language Acquisition Theories through Raciolinguistic, Crip, and Translanguaging Perspectives. International Perspectives on Critical English Language Teacher Education: Theory and Practice, 155.
Bauler, C. V. & 碍补谤补苍辞惫颈膰, V. (2023). Twitter as thinking communities: Responding, reacting and acting on linguistic discrimination. In C. Lin and C. V. Bauler (Eds.), Reimagining dialogue: Identity, language and power. Multilingual Matters.
Bauler, C. V., Thornburg, D., Ceballos, O., Pineda, C., Kogan, E., & Sorri, P. (2022). Tackling problems, finding solutions: Creativity and collaboration in cross-cultural virtual exchange during a pandemic. In S. Hilliker (Ed.), Virtual exchange as a way to support SLA: Studies on language learning through online interaction. [Trends in Applied Linguistics]. De Gruyter.
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.), Learning to read the world and the word: School-University-Community collaboration to enrich immigrant literacy and teacher education. 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. & Licata, G. (forthcoming). Unsettling Second Language Acquisition theories through raciolinguistic, crip, and translanguaging perspectives. In A. F. Selvi & C. Kocaman (Eds.), International perspectives on critical language teacher educator: Theory and practice. Bloomsbury.
Articles
Articles
Bauler, C. V., Kang, E. J. S., Afanador-Vega, A., & Stevenson, A. (2019). . TESL-EJ, 23(2).
Swanson, L. H., Kang, J. S., & Bauler, C. V. (2019). Cultural Studies of Science Education, 1-21.
Bauler, C. V. (2019). . Cogent Education, 6(1).
Kang, J. S., Swanson, L., & Bauler, C. V. (2017). . Electronic Journal of Science Education, 21(6), 12-45.
Bauler, C. V. (2012), . Revista Escrita, 14.
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