Tenured Scholars
Ávila Reyes, Natalia
Associate Professor
Language Teacher UC and Doctor of Education from the University of California, Santa Barbara. Her subject of study is the development of writing throughout the life cycle, with an emphasis on Higher Education and with an orientation towards social justice in teaching, learning and evaluation.
Main areas of study: Teaching and assessing writing across the lifespan, Academic writing.
Education
| Job title | Institution that grants it | Year |
|---|---|---|
| PhD. in Education with an emphasis on Teaching and Learning, specializing in Language, Literacy and Composition. | University of California, Santa Barbara, United States | 2017 |
| Master of Arts in Education | University of California, Santa Barbara, United States | 2015 |
| Master of Arts with Mention in Linguistics | Pontifical Catholic University of Chile | 2009 |
| Spanish teacher | Pontifical Catholic University of Chile | 2005 |
| Bachelor of Arts with a Mention in Linguistics and Hispanic Literature | Pontifical Catholic University of Chile | 2003 |
Teaching and training of researchers
| Course name | Sigla |
|---|---|
| Didactics of Scripture | EDU0331 |
| Course name | Sigla |
|---|---|
| Writing through the resume | EDU3892 |
| Year | Type | Name | Student |
|---|---|---|---|
| 2018-2022 | Doctoral Thesis | Enculturation and discursive identities of doctoral students during their initial stage of doctoral training in education | Lina Calle-Arango |
| 2021-2022 | Master's Thesis | Feedback practices associated with the teaching of writing in secondary education in Chile | Antonia Garcia-Huidobro |
Research Projects
| Year | Type | Name | Role |
|---|---|---|---|
| 2025-2027 | FONDEF IT IT25I0066 | Scaling a socially just writing assessment system | Director |
| 2025-2029 | Fondecyt Regular 1251238 | From university to work: developing professional writing in diverse disciplines | co-investigator |
| 2023-2026 | Fondecyt Regular 1230206 | Written feedback in the disciplines: What do university students feel, do, and decide in response to the written comments they receive when preparing their academic work? | co-investigator |
| 2021-2023 | Fondef Idea R&D ID21I10056 | Towards a socially fair evaluation of writing | Director |
Publications
Recent
Author
Year
Title
Magazine
Volume
Pages
DOI
Castillo, C., & Ávila Reyes, N.
2025
Students' sociodemographic characteristics and writing performance: a systematic literature review.
Reading & Writing.
Advace online publication
García-Huidobro, A., & Ávila Reyes, N.
2025
Feedback practices in writing instruction in secondary education: A multiple case study
Signos Journal. Linguistic Studies
58 (118)
Tapia-Ladino, M., Avila Reyes, N., & Navarro, F.
2025
What is written in the university admissions application? Student experiences with training genres in inclusion programs.
Brazilian Journal of Applied Linguistics
25 (4)
Ávila-Reyes, N.
2024
Five axes for a complex model of university literacy
Magis, International Journal of Research in Education
17
1-24
Ávila Reyes, N., Carrasco, D., Escribano, R., Espinosa, MJ, Figueroa, J., & Castillo, C.
2024
Effects of a genre and topic knowledge activation device on a standardized writing test performance.
Assessing Writing
62
1-12
Ávila Reyes, N., Léniz, E., Lagos, J., & Figueroa Miralles, J.
2024
Students' voice in essayist prose: A longitudinal and emic approach to positioning
Iberian
48
171-192
Calle-Arango, L., & Ávila Reyes, N.,
2024
'I always prefer to quote well-known people': identity negotiations while constructing Ph.D. students' intertextual repertoire.
Language and Education
1-18
Ávila Reyes, N., Navarro, F. and Tapia-Ladino, M.
2023
“My Abilities Were Pretty Mediocre”: Challenging Deficit Discourses in Expanding Higher Education Systems.
Journal of Diversity in Higher Education
16 (6)
723–733
Calle-Arango, L. & Ávila Reyes, N. ,
2023
Obstacles, Facilitators, and Needs in Doctoral Writing: A Systematic Review.
Studies in Continuing Education
45 (2)
133-151
Figueroa, J., Ávila, N., Castillo, C., & Espinosa, MJ
2023
Teaching writing to migrant students: reflections and proposals for an inclusive classroom
Modern languages
61
127-149
Books
Author
Year
Title
Editorial
DOI/Url
Avila Reyes, N.
2021
Multilingual Contributions to Writing Research: Towards an Equal Academic Exchange.
The WAC Clearinghouse.
Meneses, A., Hugo, E. Acevedo, D. & Ávila, N.
2017
Grammar for teachers: metalinguistic considerations for learning.
UC Editions.
Sotomayor, C. Ávila, N. and Jéldrez, E.
2015
Rubrics and other tools to develop writing.
Santillana.
Book chapters
Author
Year
chapter title
Editors
Book Title
Pages
Editorial
DOI/Url
Ávila Reyes, N., Narváez, E. & Navarro, F.
2023
Twenty Years of Research on Reading and Writing in Latin American Higher Education: Lessons Learned from the ILEES Initiative.
Rogers, P., Russell, D.R., Carlino, P., and Marine, J.M.
Writing as a Human Activity: Implications and Applications of the Work of Charles Bazerman
327-348
The WAC Clearinghouse.
Avila Reyes, N.
2021
Transnational Connections in the Global South: A Reflection on this Book's Reception
C. McKinney & P. Christie.
Decoloniality, Language and Literacy: Conversations with Teacher Educators
Multilingual Matters.
Avila Reyes, N.
2021
Literacy histories and talk around texts. Emphasizing the emic to explore students' perspectives on academic writing.
A. Bocanegra-Valle & I. Guillén
Ethnographies of Academic Writing Research: Theory, methods, and interpretation
126-143
Amsterdam: John Benjamins.
Avila Reyes
2019
Local, regional and cosmopolitan: intertextual analysis of articles on university writing in Hispanic Latin America
Pereira, Regina Celi Mendes
Written at the University: panoramas and challenges in Latin America.
47-84
EDUFPB/Ideia.
Bazerman, C., Avila, N., Bork, AV, Poliseli-Corrêa, F., Lopes Cristovão, VL, Tapia Ladino, M., & Narváez, E.
2017
Intellectual orientations of studies of higher education writing in Latin America.
S. Plane, C. Bazerman, C. Donahue, & F. Rondelli
Research on Writing from multiple perspectives / Recherches en écriture: regards pluriels
327–346
The WAC Clearinghouse and Université de Lorraine.
Policy Briefs
Author
Year
Title
Editorial
DOI/Url
Espinosa, MJ, Figueroa, J. & Ávila Reyes, N.
2024
Opportunities for learning to write: authentic writing in the classroom
Internships for Educational Justice - CJE
Avila Reyes, N., Espinosa, MJ, & Figueroa, J.
2021
Opportunities to learn to write: Teaching written code to second cycle students.
Internships for Educational Justice - CJE
Espinosa, MJ, Moyano, C., Oyarzún, J. & Ávila Reyes, N.
2020
Linguistic justice in the Chilean school: the recognition of the mother tongue as a vehicle for education.
Debates in Educational Justice - CJE
Avila Reyes, N., Espinosa, MJ, & Figueroa, J.
2020
Feedback to teach writing: 5 principles for effective writing feedback.
Internships for Educational Justice - CJE
Commitment
Management responsibilities in the Faculty or University
2025-present: Academic secretary
2021-2024: Postgraduate Director
2019-2021: Head of the Doctoral Program in Education
2020-present: Associate Editor PEL Magazine
Social Impact
2024-present: Coordinator of the UNESCO Chair for Reading and Writing Sub-headquarters
Appearance in media
- Letter to the editor, El Mercurio (01-07-2024) “Curriculum Update”
- Letter to the editor, El Mostrador (21-07-2023) “Are we facing a reading crisis?”
