Visiting Professor for Fall 2017 Professor Gabriel Díaz Maggioli

Visiting Faculty Members

Visiting Professor for Fall 2017 Professor Gabriel Díaz Maggioli

Professor Gabriel Díaz Maggioli
Professor Gabriel Díaz Maggioli
Gabriel Díaz Maggioli is tenured professor of TESOL Methods at the National Teacher Education Institute, the only teaching degree-granting institution in Uruguay, South America. Prior to that he was Director of the MA in TESOL at The New School University in New York, USA, where he was also Chair of the School of Language Learning and Teaching and Director of University Language Learning and Teaching. He has also acted as visiting faculty in the MATEFL program at Universidad ESPOL in Guayaquil (2013-2015), visiting expert at the Center for Applied Linguistics (CAL) in Washington, DC, and was the recipient of a Fulbright Hubert H. Humphrey Fellowship at the Pennsylvania State University’s Department of Education (2002-2003).

Additionally, Professor Díaz was National Coordinator for Teacher Education at the Ministry of Education in Uruguay, and represented the country in the Education Sector of the Southern Economic Market of Latin America (MERCOSUR).

Professor Díaz has published numerous books, book chapters and articles on English language teaching, teacher education, and teacher development. A frequent presenter at local and international conferences, Professor Díaz has shared his theory and praxis with colleagues in Central and South America, the USA, Canada, the UK, Spain, France, Italy, Israel, Dubai, South Korea, and Singapore where he is known for his work on initial teacher education, and teachers’ professional development.

Since 1996, Professor Díaz has been a consultant for nation-wide educational projects sponsored various international organizations such as UNESCO, UNICEF, The World Bank, The Inter American Development Bank and the European Union. His most recent major projects were the establishment of a Teacher Education System in Belize, and the reform of the National Curriculum for High School in Paraguay.

Professor Díaz has also occupied positions of leadership in international organizations. He was Nominating Commiittee Member (2013 – 2014), and Board Member for TESOL International Association (2006 – 2009) and between 2012 and 2015 was a Committee Member for the Teacher Trainers and Educators Special Interest Group at IATEFL. He is also a member of the Association for Supervision and Curriculum Development (ASCD), the American Educational Research Association (AERA), the Association of Teacher Educators (ATE), and the American Council on the Teaching of Foreign Languages (ACTFL). He sits on the Review Board of the PROFILE Journal, published by the National University of Colombia.
 
Publications
Books
  • Kamhi-Stein, L., Díaz Maggioli, G. and de Oliveira, L. (Eds.), (forthcoming, May 2017), English Language Teaching in South America: Policy, Preparation and Practices. Clevedon: Multilingual Matters.
  • Díaz Maggioli, G. (forthcoming, 2017). Competencia Metodológica para Docentes de Lenguas. [Methodological competence for Language Teachers]. Donostia/San-Sebastián: HABE.
  • Díaz Maggioli, G. (forthcoming, 2017). Technology-mediated initial teacher education: Issues and possibilities. In D. García Banegas (Ed.), Initial English Language Teacher Education: Research, Curriculum and Practice. London: Bloomsbury.
  • Díaz Maggioli, G. and Painter-Farrell, L. (2016). Lessons learned: First steps towards reflective teaching. Oxford: Richmond.
  • Díaz Maggioli, G. and Painter-Farrell, L. (2015). Happy Campers Level 5 - Student’s Book and Language Lodge. Oxford, UK: Macmillan.
  • Díaz Maggioli, G. and Painter-Farrell, L. (2015). Happy Campers Level 6 - Teacher’s Book. Oxford, UK: Macmillan.
  • Díaz Maggioli, G. (2012). Self-access booklets for Student-Teachers ar the CFE: Introduction to Didactics. Montevideo, Uruguay: National Administration of Public Education.
  • Díaz Maggioli, G. (2012). Teaching English Language Teachers: Scaffolding professional learning. Lanham, MD: Rowman & Littlefield Education.
  • Díaz Maggioli, G. and Kaplan, G. (2010). (Eds.), Mentoring in a mint: Thoughts and strategies on school-based teacher education. Montevideo, Uruguay: National Teacher Education Council.
  • Díaz Maggioli, G. and Kuhlman, N. (2010). (Eds.), Estándares para la Educación de Docentes de Lenguas Extranjeras [National Teacher Education Standards for Modern Foreign Languages]. Montevideo, Uruguay: National Teacher Education Council.
  • Díaz Maggioli, G. (2004). Teacher-centred professional development. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Díaz Maggioli, G. (1996). Managing Learning Styles in the Language Classroom. Alexandria, VA: Teachers of English to Speakers of Other Languages (TESOL).
Book Chapters
  • Díaz Maggioli, G. (forthcoming, 2017). Ideologies and discourses in the Standards for Language Teachers in South America. In Kamhi-Stein, L., Díaz Maggioli, G. and de Oliveira, L. (Eds.), English Language Teaching in South America: Policy, Preparation and Practices. Clevedon: Multilingual Matters.
  • Díaz Maggioli, G. (forthcoming, 2017). Writing Calibration. The TESOL Encyclopedia. New York: Wiley.
  • Díaz Maggioli, G. (forthcoming, 2017). Correcting Errors. The TESOL Encyclopedia. New York: Wiley.
  • Díaz Maggioli, G. (forthcoming, 2017). Web-based assessment. The TESOL Encyclopedia. New York: Wiley.
  • Díaz Maggioli, G. (2012). The role of formative feedback in teaching and learning. In Leymonie, J. and Fiore, E. (Eds.), Practical Didactics 2: Teaching for Understanding. pp 121-133. Montevideo, Uruguay: Grupo Magró.
  • Díaz Maggioli, G. (2012). Building communities of practice: Support and challenge through mentoring networks. In Honigsfeld, A. and Dove, M. (Eds.), Co-teaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations. pp 261—270. New York, NY: Information Age Publishing.
  • Díaz Maggioli, G. and Burbaquis, A. (2005). Giving them a voice: Immersion education in EFL contexts. In Crandall, J. y Kauffman, D. (Eds.), Content-based instruction in K-12 settings. pp 78—95. Alexandria, VA: Teachers of English to Speakers of Other Languages (TESOL).
Journal articles
  • Díaz Maggioli, G. (2014). Mentor-Mentee interactions in the practicum: Whose/Who’s learning? Argentinean Journal of Applied Linguistics, 2 (2), pp 23—41.
  • Díaz Maggioli, G. (2014). Tradition and habitus in second language teacher education. Language and Linguistics Compass, 8 (5), pp 188-196.
  • Díaz Maggioli, G. (2013). Of metaphors and literalization: Reconceptualizing scaffolding in language teaching. Encounters/Encuentros/Rencontres on Education 14, pp 133-150.
  • Díaz Maggioli, G. (2005). Perspectives in the Supervision of Pre-service Teachers. EDUCAR, 15, pp 4 – 11.
  • Díaz Maggioli, G. (2003). Rethinking Professional Development. Pennsylvania Educational Leadership, 22, (2), pp. 17-27.
  • Díaz Maggioli, G. (2000). Mentoring as professional development. EDUCAR, 9 pp 25-32.
White papers, Working papers and other official documents
  • Díaz Maggioli, G. (2015). Ideologies and discourses in the Standards for Language Teachers in South America: A corpus-based analysis. University of Bath’s International and Global Issues for Research Working Paper Series, 2015/9, pp 2—31.
  • Díaz Maggioli, G. y Fernández, D. (2011). The Impact of Teacher Development Interactive (TDI) in teachers’ conceptualization of Language Teaching Methodology: A binational research project. White Plains, NY: Pearson.
  • Díaz Maggioli, G. (1999). Post-15 education models in England, Wales and Scotland. In Secondary Schools Council (Ed), Regional and International Perspectives in post-15 education. pp 138 – 179. Montevideo, Uruguay: Author.
  • Díaz Maggioli, G. y Estrada, R. (1996). Document N° VII – The Role of English as a Foreign Language in the Experimental Curriculum –. Montevideo, Uruguay: National Administration of Public Education.
Articles in Conference Proceedings
  • Díaz Maggioli, G. (2016). Developing materials for Teacher Education. In Correa, A. (Ed.), Proceedings of the 8th Foreign Languages Forum. pp 218 – 229. Montevideo: ANEP-CODICEN.
  • Díaz Maggioli, G. (2014). Teacher education at the crossroads: The role of Theory and Practice. In Shaefer, D. (Ed.), KOTESOL Proceedings 2013. pp 29-34. Seoul: Korean Teachers of English to Speakers of Other Languages (KOTESOL).
  • Díaz Maggioli, G. (2014). Virtual Vygotsky: Applications of Sociocultural Theory in online teacher education. In IATED (Ed.), Proceedings of the 8th. International Conference on Technology Education and Development. pp 6379—6385. Barcelona, Spain: Author.
  • Díaz Maggioli, G. and Painter-Farrell, L. (2013). Virtually there: Thoughts for a principled online pedagogy. In De Castro, M. (Ed.), Proceedings of the Fifth Modern Foreign Languages Forum. pp 209—221. Montevideo, UY: Programa de Políticas Lingü.sticas de la Administración Nacional de Educación Pública.
  • Díaz Maggioli, G. (2012). Building community: Developing and implementing teacher education standards. In Pattison, T. (Ed.), IATEFL 2011: Brighton Conference Selections. pp 29—31. Canterbury, UK: International Association of Teachers of English as a Foreign Language (IATEFL).
  • Díaz Maggioli, G. (2011). Theory and theory in teacher education. In Brovetto, C. (Ed.), Proceedings of the 3rd Foreign Languages Forum. pp 1 – 7. Montevideo: ANEP-CODICEN.
  • Díaz Maggioli, G. (2010). Ser docente de docentes: Trabajar sobre el guión. [Teaching teachers: working the hyphen] In Barboza, O. (Ed.), Actas del II Congreso Nacional e Internacional de Formación Docente. [Proceedings of the 2nd National Teacher Education Conference]. pp 46 – 50. Montevideo: ANEP – Dirección de Formación y Perfeccionamiento Docente.
  • Díaz Maggioli, G., Romano, S. and Moreno, A. (2009). Enseñanza de Lenguas por Contenidos [Teaching Foreign Languages through Content]. In Brovetto, C. (Ed), Proceedings of the 1st Foreign Languages Forum. pp 123—138. Montevideo: ANEP-CODICEN.
  • Brovetto, C., Brian, N., Díaz Maggioli, G. y Geymonat, J. (2004). Bilingual Education in Uruguayan Public Schools In Banfi, C. (Ed.), Proceedings of the 1st Latin American Colloquium on Bilingual Education. pp 276—291. Buenos Aires: English Speaking Scholastic Association of the River Plate.