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Ali Miano


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Spring, 2019: M,Th,F 12:00-1:20pm or by appointment. Please sign up at:

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Ali Miano

Coordinator, Spanish Language Program

Lecturer in Spanish

Alice "Ali" Miano studies literacy as an ideological practice, especially among societally marginalized groups. Her work focuses on respect and recognition for the literate practices and parental school efforts of Mexican immigrant mothers in the U.S. Related research interests include Spanish native language literacy in the U.S., adult literacy, bilingualism, biliteracy, and second language teaching and learning, especially in combination with community engaged learning. 
Dr. Miano and her second-year students of Spanish collaborate each quarter on a joint art project with a local chapter of the Boys & Girls Club of the Peninsula. Each winter, many of her third-year students embark upon a digital storytelling project with Stanford workers. Most recently, she volunteered with the CARA Family Detention Project in Dilley, TX, as well as Al Otro Lado in Tijuana, Mexico assisting families at the U.S. border who are seeking asylum. 


PhD Education, UC Berkeley
Dissertation: ¡Quiero estudiar! Mexican immigrant mothers' participation in their children's schooling--and their own
Awarded "Outstanding Dissertation of 2012" by the American Educational Research Association (AERA) Family, School & Community Partnerships Special Interest Group

MA Romance linguistics and literature, UCLA
BA magna cum laude in Honors College with highest departmental honors in Spanish and linguistics, elected to Phi Beta Kappa, UCLA



Miano, A. Building community connections with the Boys & Girls Clubs of America. The Language Educator, 13(4),48-50.
Brates, V., Del Carpio, C., Miano, A., Houts, P., Carvajal, I., Barco, M. (2018). Abriendo caminos: Breaking new ground in community-engaged learning. In S. Dubreil & S. Thorne (Eds.), Engaging the world: Social pedagogies and language learning.Boston: Cengage.
Romeo, K., Bernhardt, E., Miano, A. & Malik Leffell, C. (2017). Exploring blended learning in a postsecondary Spanish Language Program: Observations, perceptions and proficiency ratings. Foreign Language Annals, 50(4), 681-696.

Miano, A., Bernhardt, E., & Brates, V. (2016). Exploring the effects of a short-term Spanish immersion program in a post-secondary setting. Foreign Language Annals, 49(2).

Miano, A. (2011) Schools reading parents’ worlds: Mexican immigrant mothers building family literacy networks. Multicultural Education, 18(2), 25-33.

Bernhardt, E., Valdés, G., & Miano, A. (2009). A chronicle of standards-based curricular reform in a research university. In Virginia Scott (Ed.) Principles and practices of the standards in college foreign language education. (pp. 54-85). Boston: Heinle & Heinle.

Miano, A. (2004). Hybridity as literacy, literacy as hybridity: Dialogic responses to a heteroglossic world. In Bakhtinian Perspectives on Language, Literacy and Learning.Ball, A. and Freedman, S. (Eds.) Cambridge: Cambridge University Press.


  • Haas Center for Public Service Faculty Fellow, 2018

  • Gores Award for Excellence in Teaching, Stanford University, 1997

  • Flanders Fellow, UC Berkeley


  • American Council on the Teaching of Foreign Languages (ACTFL) Oral Proficiency Trainer and Interviewer with Full Certification

  • ACTFL Writing Proficiency Trainer and Tester, Full Certification