Katya Aguilar, PhD
Professor, Teacher Education
Dr. Aguilar’s research focuses on professional preparation and development among teacher candidates, in-service teachers, and faculty in effective practices for enhancing the educational opportunities of English learner (EL) students across secondary and post-secondary classroom settings. Specific threads her scholarly work in this area include exploring avenues for 1) supporting the academic language development of linguistically diverse future educators, 2) promoting equity through co-teaching and professional learning communities, and 3) challenging beliefs and assumptions held by educators about English learner students.
- Ph.D., Curriculum & Instruction, Kansas State University
- M.S., Secondary Education, Kansas State University
- B.A., Psychology, William Jewell College
- Karathanos-Aguilar, K. & Sidnman-Taveau, R. (2016). Academic writing development and
self-efficacy: A model for linguistically diverse pre-service teachers, Issues in
Teacher Education, 25(2), 133-147.
- Sidman-Taveau R. & Karathanos-Aguilar, K. (2015). Academic Writing for Graduate-Level
English as a Second Language Students: Experiences in Education, CATESOL Journal,
27(1), 27-52. Feature Article.
- Karathanos, K. & Mena, D. (2014). Exploring the experiences of linguistically diverse
College of Education student writers, Journal of University Teaching & Learning Practice,
- Aminy, M. & Karathanos, K. (2011). Benefiting the educator and student alike: Effective strategies
for supporting the academic language development of English learner (EL) teacher candidates.
Issues in Teacher Education, 20(2), 95-109.
- Karathanos, K. (2010). Teaching English language learner students in US mainstream schools: Intersections of language, pedagogy, and power. International Journal of Inclusive Education, 14(1), 49-65.
Noteworthy Grants and Awards
- Karathanos K. & Felton, M. (2012-2017). Principal Investigator, The Trio Project: Addressing Academic Language Development across the Teacher Continuum. U.S. Department of Education, Office of English Language Acquisition. National Professional Development Grant funded for $1,765,885.
Areas of Research Interest
- Academic language development
- Biliteracy teacher education
- English learners
- Linguistic diversity
- Teacher beliefs
- Available on the Lurie College of Education Spotify account