PhD, University of California, Davis
Moore Hall 403
My research examines multilingual adolescents’ academic language and writing development. I am particularly interested in the experiences of young people who have attended US schools for many years and their transitions into mainstream and college writing. My current research analyzes the ways that teachers’ oral response to high school students’ writing is reflected in the students’ understandings of academic language and subsequent written texts. I also consider the influences of state and federal education policy on curriculum and teacher preparation around secondary school second language writing.
Areas of Expertise:
- Second language writing
- Language socialization
- Second language teacher education
- Ethnographic discourse analysis
- Language policy and planning
Gilliland, B. (2018). Language teacher learning through action research during an international practicum. ELT Journal 72(3). doi: 10.1093/elt/ccx054
Tanaka, J., & Gilliland, B. (2017). Critical thinking instruction in English for Academic purposes writing courses: A dialectical thinking approach. TESOL Journal 8(3), 657-674. doi: 10.1002/tesj.291
Gilliland, B. (2017). Opportunity gaps: Curricular discontinuities across ESL, mainstream, and college English. In C. Ortmeier-Hooper & T. Ruecker (Eds.), Linguistically diverse immigrant and resident writers: Transitions from high school to college (pp. 21–35). New York: Routledge.
Gilliland, B. (2015). High school teacher perspectives and practices: second language writing and language development. Language and Education, 29(4), 287–301.
Gilliland, B. (2014). Academic language socialization in high school writing conferences. Canadian Modern Language Review/ La Revue canadienne des langues vivantes, 70(3), 303–330.