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 has 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 in seeking asylum.

Academic Appointments

Administrative Appointments

  • Coordinator, Spanlang Language Program (1996 - Present)

Honors & Awards

  • Faculty Fellow, Stanford University Haas Center for Public Service (2018)
  • Gores Award for Excellence in Teaching, Stanford University (1997)
  • Outstanding Dissertation, American Educational Research Association Family, School & Community Partnership SIG (2012)

Boards, Advisory Committees, Professional Organizations

  • Co-Secretary, American Council on the Teaching of Foreign Languages (ACTFL), Critical & Social Justice Approaches Special Interest Group (CSJA SIG) (2017 - Present)
  • President Elect, American Association of Teachers of Spanish & Portuguese (AATSP), Northern California Chapter (2018 - Present)

Additional Program Affiliations

  • Center for Latin American Studies

All Publications

  • Abriendo caminos: Breaking new ground in community-engaged learning Engaging the world: Social pedagogies and language learning Brates, V., Del Carpio, C., Miano, A. A., Houts, P., Carvajal, I., Barco, M. Cengage. 2018: 87–108
  • Building community connections with the Boys & Girls Clubs of America The Language Educator Miano, A. A. 2018; 13 (4): 48-50
  • Exploring blended learning in a postsecondary Spanish Language Program: Observations, perceptions and proficiency ratings Foreign Language Annals Romeo, K., Bernhardt, E. B., Miano, A. A., Malik Lefell, C. 2017; 50 (4): 681-696

    View details for DOI 10.1111/flan.12295

  • Exploring the Effects of a Short-Term Spanish Immersion Program in a Postsecondary Setting FOREIGN LANGUAGE ANNALS Miano, A. A., Bernhardt, E. B., Brates, V. 2016; 49 (2): 287-301

    View details for DOI 10.1111/flan.12194

    View details for Web of Science ID 000379551100008

  • Schools reading parents' worlds: Mexican immigrant mothers building family literacy networks Multicultural Education Miano, A. A. 2011; 18 (2): 25-33
  • A chronicle of standards-based curricular reform in a research university Principles and practices of the standards in college foreign language education Bernhardt, E. B., Valdés, G., Miano, A. A. edited by Scott, V. Heinle & Heinle. 2009: 54–85
  • Hybridity as literacy, literacy as hybridity: Dialogic responses to a heteroglossic world. Bakhtinian Perspectives on Language, Literacy and Learning. Miano, A. A. edited by Ball, A., Freedman, S. Cambridge University Press. 2004