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Iliana Alanis, Ph.D.

Professor of Early Childhood and Elementary Education, Interdisciplinary Learning and Teaching

Iliana Alanis, Ph.D.

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Bio

Dr. Iliana Alanís, a native of South Texas, earned her Ph.D. in Curriculum and Instruction from the University of Texas, Austin, specializing in Multilingual Studies and Educational Psychology. As a university faculty member, her primary focus is on engaging teacher candidates and practicing teachers in culturally and linguistically diverse classrooms, emphasizing the rights of young children to develop their native language and cultural identity. Dr. Alanís adopts a sociocultural lens in her research, examining effective pedagogical practices in early childhood within dual language contexts. Her extensive body of work includes over 50 refereed publications, such as "Translingual Partners in Early Childhood Elementary Education: Pedagogies on Linguistic and Cognitive Engagement" published by Peter Lang Publishers, New York, NY, and "Supporting Dual Language Learners in Diverse Environments in Preschool & Kindergarten" published by NAEYC in Washington, DC. Before entering academia, Dr. Alanís was a bilingual teacher for second-grade students in the Texas Rio Grande Valley. For more than two decades, she has facilitated professional development for early childhood educators in dual language settings as a Dual Language Training Institute member and a founding member of the Vales por Dos Consulting Group. Furthermore, she has held leadership positions, including the Texas Association for Bilingual Education (TABE) presidency and National Latino Children’s Institute board member. Recently, she concluded her five-year elected service as a Governing Board Member for the National Association for Early Childhood Education (NAEYC). Currently, she is a member of the Executive Board for AVANCE National and a member of the Advisory Board for AVANCE San Antonio.

 

Teaching

  • Early language and literacy

Research Interests

  • Early Childhood Dual Language Education

Degrees

  • Ph.D., Multilingual Studies, The University of Texas at Austin, 1998
  • M.Ed., Bilingual Education, The University of Texas-Pan American, 1995

Presentations

  • Alanis, I. Keynote Speaker. (Re)Imagining early childhood education. Promoting agency, bilingualism, and biliteracy. California Association for Bilingual Education (CABE).
    • Location: San Diego, CA.
    • Presentation Date: July 2024
  • Alanis, I. Keynote Speaker. Developing language and literacy: Connecting research to practice. California State University System Early Childhood Convening.
    • Location: Long Beach, CA.
    • Presentation Date: February 2024
  • Alanis, I., Escamilla, I., & Flores, R. Panel Presentation. Developmentally appropriate practices to inform the PK-3 ECE credential with a focus on multilingual learners. California State University System Early Childhood Convening.
    • Location: Long Beach, CA.
    • Presentation Date: February 2024
  • Alanis, I. Invited talk. Best Practices to Support Emerging Bilingual Students and Families. Mexican American School Boards.
    • Location: San Antonio, TX.
    • Presentation Date: October 2023
  • Alanis, I. Keynote Speaker. Unique Features of Emergent Bilinguals’ Development. UTRGV Early Childhood Education Conference.
    • Location: Edinburg, TX
    • Presentation Date: May 2023
  • Alanís, I. Invited talk. Advancing Equity and Embracing Diversity in Early Childhood Education in an undergraduate course at the University of Oregon
    • Location: Virtual
    • Presentation Date: February 2023
  • Alanís, I. Featured Speaker. Book Study Kick-Off with a Q & A Panel Discussion. ECPL Illinois.
    • Location: Virtual
    • Presentation Date: January 2023

Publications

  • Alanís, I. & Salinas-González, I. (2023). Integrating families’ funds of knowledge into daily teaching practices. Reprinted in Teaching Young Children 17(1).
  • Lara, G., *Vargas, K., Leija, M., Alanis, I., & Ek, L. (submitted 2023). More than words: How read-alouds mediate Latina/o/x emergent bilingual students’ vocabulary development. Submitted to International Journal of Bilingual Education and Bilingualism.
  • Escamilla, I. M., Alanís, I., & Meier, D. R. (2023). Translanguaging in preschool: Supporting language rights and social justice for Latino/a children, families, and educators. Contemporary Issues in Early Childhood Special Issue: Justice for whom and according to whom? (Re)Considering equity, inclusion, and belonging in early care and education. https://journals.sagepub.com/eprint/7QTSYMN7A7NUBHBRKKSQ/full, https://doi.org/10.1177/14639491231164129
  • Arreguín, M. G., Alanís, I., & Salinas-González, I. (2023). An interdisciplinary biliteracy sequence: Aligning daily instruction with the way young bilingual children learn. Childhood Education Innovations, 99(4), 40-47. https://doi.org/10.1080/00094056.2023.2232280
  • *Siller, M. & Alanís, I. (2022). Two mathematical heads are better than one: The benefit of peer-based learning in preschool. Young Children: Journal for the National Association for the Education of Young Children 77(3), 6-15. Alanís, I. (2022). Invited manuscript, Considering the unique development of dual language learners. EBSCO Pathways to Research in Education EDU0 71, 1–18. https://www.pathways2research.com/pte/Considering%20the%20Unique%20Development%20of%20Dual%20Language%20Learners.