Josephine Prado

Josephine Prado serves as Associate Professor in the Department of Curriculum and Instruction at the University of Alabama at Birmingham's School of Education, teaching core courses including EESL 615 (Grammar for ESL Teachers) and EESL 610 (Second Language Acquisition) in the MA in Education program. She manages the Southeast ECHO initiative and holds continuous appointments since 2013.

Her educational background includes:

• Ph.D. in Secondary Curriculum and Instruction (Educational Linguistics focus), University of Alabama, 2013
• M.A. in Teaching English to Speakers of Other Languages (MA-TESOL), University of Alabama, 2000
• B.A. in German Language and Literature, Agnes Scott College, Decatur, Georgia

Dr. Prado's research centers on the intersection of language, identity, and culture in educational contexts, exploring how English learners develop self-advocacy skills and how transformative learning promotes peacebuilding. Her work examines identity construction through language practices and the role of speaking in academic language development, deeply informed by her personal experiences as a language learner in Switzerland, Germany, and Ecuador.

Analysis of her 15 most recent publications (2016-2022) reveals three dominant trends: 1) Self-advocacy frameworks for English learners drawing from special education models; 2) Transformative approaches connecting language teaching with peacebuilding; and 3) Identity-centered pedagogy examining code-switching and cultural practices among adolescent learners. Her scholarship consistently bridges theoretical concepts with classroom applications.

No scientific awards are documented in the available materials.

Dr. Prado actively mentors graduate students, serving on dissertation committees including Sally Anne Perz's research. Her grant leadership includes significant Department of Education funding:

• EMPOWER (2022): Equity for Multilingual learners through Family Engagement
• Project CREST (2016): Consortium for Responsive Education and Successful Teaching of English Learners
• SPEAK (2014): Sheltered Instruction for Promoting EL's Academic Knowledge

She directs the Southeast ECHO initiative (ELs Charting new Horizons and Opportunities), collaborating with multiple institutions to prepare educators and support English learners across Alabama through professional development consortia and community engagement projects.