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Daniela Silva, Ph.D.

Assistant Professor of Instruction, Bicultural-Bilingual Studies

Daniela Silva, Ph.D.

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Bio

Dr. Silva is an Assistant Professor of Instruction in the Department of Bicultural-Bilingual Studies in the Teaching English to Speakers of Other Languages (TESL) program area at the University of Texas at San Antonio. She was a Fulbright scholar at the University of Miami in 2008 and taught Portuguese at Middlebury College in Vermont in 2013. She serves on the TESOL Journal editorial advisory board and is the co-chair of the TESOL Intercultural Communication Interest Section. She also reviews conference abstracts for the TESOL International Association (TESOL), the American Association for Applied Linguistics (AAAL), and the American Educational Research Association (AERA). Dr. Silva is passionate about social justice, diversity, equity, and inclusion in education. Her work is driven by a commitment to creating a more equitable and inclusive learning environment for all students, especially multilingual learners. In her scholarly work, she challenges deficit views that impact multilingual learners’ learning development. She also creates, cultivates, and supports spaces for teacher candidates to prepare for working with multilingual learners.

 

Teaching

  • Second Language Teaching and Learning
  • Foundations of English as a Second Language
  • Language and Content-Area Instruction
  • Approaches to Second Language Instruction
  • Second Language Reading and Writing
  • Language Analysis and Bilingualism

Research Interests

  • Multicultural Education
  • Intersectionality
  • Critical Approaches to Language Teaching
  • Teacher Education

Degrees

  • Ph.D. in Culture, Literacy, and Language, The University of Texas at San Antonio, 2018
  • M.A. in Modern Languages, TESOL and Spanish Specializations, The University of Mississippi, 2014
  • B.A. in Teaching Certification in Portuguese-English and Corresponding Literature, Pontifical Catholic University of Rio de Janeiro (PUC-RIO), 2007

Presentations

  • Promoting multilingualism through a transnational view of culture.
    • Location: AILA World Congress of Applied Linguistics: Kuala Lumpur, Malaysia. Virtual.
    • Presentation Date: August 11-16, 2024
  • Using critical reflection to raise critical language awareness. 
    • Location: TESOL International Convention: Tampa, TX. 
    • Presentation Date: March 20-23, 2024
  • Using a critical reflection framework to raise critical language awareness among teacher candidates.
    • Location: American Association for Applied Linguistics (AAAL) Conference: Houston, TX.
    • Presentation Date: March 16-19, 2024
  • Native-speakerism and racism in TESOL: A collaborative autoethnography. Co-authors: Melissa Hauber and Elisabeth Chan. 
    • Location: TESOL International Convention: Portland, OR.
    • Presentation Date: March 21-24, 2023
  • Being a culturally responsive teacher in an EFL context.
    • Location: TESOL International Convention: Pittsburgh, PA.
    • Presentation Date: March 22-25, 202
  • Cultural responsiveness in English foreign language teaching.
    • Location: “Braz-TESOL Conference: Brazil. Virtual.
    • Presentation Date:  July 14-17, 2021.

Publications

  • Silva. D. (accepted). Promoting multilingualism through a transnational view of culture. In F. Zolin-Vesz, D. L. Banegas, and L. C. de Oliveira (Eds.), Language teacher education beyond borders: Multilingualism, transculturalism, and critical approaches. Bloomsbury.
  • Back, M., Peña-Pincheira, R., & Silva. D. (Eds.). (accepted). Critical reflections on colonial pedagogies: Lessons learned for language teacher education [Special issue proposal]. Modern Language Journal. • Silva, D. (2022). Pre-service teachers’ understanding of culture in multicultural education: A qualitative content analysis. Teaching and Teacher Education, 110.
  • Silva, D. (2022). The intersectionality between Black Lives Matter and English language teaching: A raciolinguistic perspective. TESOL Journal, 13(1).
  • Silva, D. (2018). Educating for multicultural/multilingual diversity: An ethnographic approach. In H. Hansen-Thomas and K. M. Lindahl (Eds.), Putting research into practice: Middle school (pp. 43-52). TESOL Press.
  • Silva, D. (in preparation). Using a critical reflection framework to raise critical language awareness among teacher candidates. Modern Language Journal.
  • Silva, D. (in preparation). Content-area teacher candidates’ understanding of the intersectionality between Black Lives Matter and English language teaching [Book chapter abstract accepted].