Tenured Scholars
Ávila, 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: Didactics of writing, Writing through the curriculum and Evaluation of 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 |
Research Projects
| Year | Type | Name | Role |
|---|---|---|---|
| 2021-2023 | FONDEF IDEA R&D | Towards a socially fair evaluation of writing | Director |
| 2021 | National Education Commission, CNED | Do we train teachers to be competent writers? Opportunities for teaching and learning writing in the FID curriculum of Pedagogy in Basic Education in three Chilean universities | Principal Investigator |
| 2019-2022 | Regular Fund | Reading, writing and academic performance in higher education: towards a model of legal expertise | Co Investigator |
| 2017-2021 | Fondecyt Initiation | Lettered transformations: a longitudinal study with diverse writers | Principal Investigator |
Publications
Articles
Author
Year
Title
Magazine
Volume
Pages
DOI
Ávila Reyes, N., Navarro, F., Calle-Arango, L., Cortés Lagos, A. and Morales, S.
2022
Do we train teachers who write? Opportunities to write through the curriculum in Pedagogy in Basic Education
Quality in Education
Advance online publication
Avila Reyes, N., Navarro, F., & Tapia-Ladino, M.
2022
“My abilities were pretty mediocre”: Challenging deficit discourses in expanding higher education systems
Journal of Diversity in Higher Education
Advance online publication
Calle-Arango, L., & Ávila Reyes, N.
2022
Obstacles, facilitators, and needs in doctoral writing: A systematic review
Studies in Continuing Education
Advance online publication
Ávila Reyes, N., Calle-Arango, L., & Léniz, E.
2022
Researching in times of pandemic and social unrest: a flexible mindset for an enriched view on literacy.
International Studies in Sociology of Education
31 (1-2)
169-188
Avila Reyes, N.
2022
English as academic Lingua Franca in Latin American doctoral education?
International Higher Education
110
13-14
Espinosa Aguirre, MJ, Figueroa Miralles, J. and Ávila Reyes, N.
2022
Writing in L2 in the Chilean school: A characterization of the writing in Spanish of students of Haitian origin in 5th grade.
Signs Magazine
55 (18)
37-60
Avila Reyes, N. & Navarro, F.
2021
On the teaching of university writing in Latin America
Composition Studies
49 (3)
171-175
Calle-Arango, L., Ávila Reyes, N. and Meneses, A.
2021
My type of writing is a bit cowardly": forms of citation and identity negotiations of doctoral students in Education
DELTA - Documentation of Studies in Theoretical and Applied Linguistics
37 (3)
Ávila Reyes, N., Figueroa, J. Calle-Arango, L. and Morales, S.
2021
Academic Writing Experiences: A Longitudinal Study with Diverse Learners
Education Policy Analysis Archives
29 (158)
Calle-Arango, L., Ávila Reyes, N. and Meneses, A.
2021
Construction and transformations of the academic identities of doctoral students through the citation.
Ikala: Language and Culture Magazine
26 (2)
341-356
Books
Author
Year
Title
Publishing
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
Publishing
DOI/Url
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 Feet
The WAC Clearinghouse and Université de Lorraine.
Policy Briefs
Author
Year
Title
Publishing
DOI/Url
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
Teaching and training of researchers
| Course name | Sigla |
|---|---|
| Reading and Writing Across the Curriculum | EDU0362 |
| Didactics of Scripture | EDU0331 |
| Language Didactics | EDU0170 |
| Course name | Sigla |
|---|---|
| Research Seminar III (PhD) | EDU4223 |
| Final Graduation Project I (Master) | EDU3898 |
| 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 |
Commitment
Management responsibilities in the Faculty or University
2021-present: Postgraduate Director
2019-2021: Head of the Doctoral Program in Education
2020-present: Associate Editor PEL Magazine
