Alissa Blair is a Visiting Assistant Professor in the Department of Teaching and Learning. Alissa's research focuses on the education of K-12 multilingual learners, in particular, meaning-making discourse in academic contexts at school and beyond. Her research interests include bilingual education, family engagement, qualitative research, and teacher education. Her work has appeared in TESOL Quarterly, Bilingual Research Journal, Linguistics and Education, and Review of Research in Education, among others. Prior to completing her Ph.D. in Curriculum and Instruction at the University of Wisconsin-Madison in ESL and Bilingual Education, Alissa lived in Santiago, Chile for five years where she worked at the Chilean Ministry of Education. Alissa is passionate about working with educators and families to make schooling more just and equitable for linguistically and culturally diverse children and youth. She has teaching experience at the elementary, high school, and college levels.
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Peer Reviewed Articles
Blair, A., Haneda, M., Bose F. N. (forthcoming) Re-imagining English-medium instruction settings as sites of multilingual and multimodal meaning-making. Manuscript accepted for special issue publication. TESOL Quarterly.
Hernando Lloréns, M. B. & Blair, A. (2017). Transnational spaces of belonging: What Mexican transnational parents have to say about inclusive education and their children’s educational needs. Bilingual Research Journal, 40(4), 392-405.
Blair, A. (2016). Academic uses of language (re)defined: A case of emergent bilinguals engaging in languages and literacies in and outside of school. Linguistics and Education, 35, 109–119.
Boals, T., Dorry, K. M., Blair, A., Cranley, E., Wilmes, C., & Wright, L. J. (2015).
Transformation in K-12 English language proficiency assessment: Changing contexts, changing constructs. Review of Research in Education, 39(1), 122-164.
Cannon, A., & Blair, A. (2014). Dramatic data: The possibilities of ethnodramatic writing for understanding the experiences of English learners in community college settings. Critical Inquiry in Language Studies, 11(4), 307-333.
Mancilla, L., & Blair, A. (forthcoming). Language alliance advocates: Families and educators united to support English learners. In H. A. Linville, & J. W. (Eds.), Advocacy in English language teaching and learning. New York, NY: Routledge.
Lee, N., & Blair, A. (2016). Legislating causal logic: Scientifically-based educational research in the U.S. In F. M. Moghaddam & R. Harré (Eds.) Questioning causality: Scientific explorations of causes and consequences across contexts (pp. 103-116). Santa Barbara, CA: Praeger Publishers.
Boals, T., Hakuta, K., & Blair, A. (2015). Literacy development in academic contexts for
adolescent English language learners: Policy considerations and future research. In D. Molle, E. Sato, T. Boals, & C. A. Hedgspeth (Eds.), Multilingual learners and academic literacies: Sociocultural contexts of literacy development in adolescents (pp. 291-308). New York: Routledge.
Contributions to Practitioner Resources
WIDA. (2016). ABCs of family engagement: Key considerations for building relationships with families and strengthening family engagement practices. Madison, WI: Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium. Retrieved from https://www.wida.us/get.aspx?id=2055
WIDA. (2016). Los descriptores Podemos: Usos claves del lenguaje académico en español Kínder, 1.er grado, 2.° y 3.° grados, 4.° y 5.° grados, 6.°—8.° grados, 9.°—12.° grados. Madison, WI: Junta de Regentes del Sistema de la Universidad de Wisconsin, en representación de WIDA. Retrieved from https://www.wida.us/get.aspx?id=2058
WIDA. (2013). Estándares del desarrollo del lenguaje español Kínder-Grado 12.° Madison, WI: Junta de Regentes del Sistema de la Universidad de Wisconsin, en representación de WIDA. Retrieved from https://www.wida.us/get.aspx?id=706WIDA. (2012). 2012 Amplification of The English Language Development Standards Kindergarten-Grade 12. Madison, WI: Board of Regents of the University of Wisconsin System, on behalf of the WIDA Consortium. Retrieved from https://www.wida.us/get.aspx?id=540