Lianna Pizzo

Lianna Pizzo is an Associate Professor in the Department of Curriculum & Instruction at the University of Massachusetts Boston, within the College of Education and Human Development. Her work bridges early childhood education, bilingualism, and deaf education, with a focus on culturally and linguistically responsive practices.

• PhD in Curriculum and Instruction, Boston College
• PsyS in School Psychology, Gallaudet University
• MA in Developmental Psychology, Gallaudet University

Her research centers on linguistically responsive education for bilingual and multilingual d/Deaf and hard of hearing children, particularly American Sign Language (ASL)-English bilingual learners and deaf multilingual learners (DMLs). She investigates ASL vocabulary instruction, culturally responsive assessment, and the integration of home languages in early education. Her scholarship emphasizes equity, family engagement, and teacher preparation in inclusive settings.

The analysis of her recent publications reveals a consistent focus on language development, assessment fidelity, and educational equity for dual language learners and DMLs. Her work connects spoken language bilingualism with ASL-English bilingualism, advocating for holistic, family-centered, and culturally sustaining educational models. She frequently publishes in journals related to deaf education, early childhood, and bilingualism, and presents at major educational research conferences.

Dr. Pizzo has secured multiple research grants as a Co-Principal Investigator, including projects funded by the U.S. Department of Education and the University of Massachusetts Boston. Her sponsored research focuses on early intervention assessment, teacher quality, and instructional leadership in early care and education.

She teaches a range of undergraduate and graduate courses in early childhood education, including language development, assessment, family engagement, and curriculum design. Her book, Fidelity of Implementation in Assessment of Infants and Toddlers (Springer, 2018), co-authored with Angela Stone-MacDonald, reflects her expertise in assessment practices. She is actively involved in school-university partnerships and professional development initiatives aimed at improving outcomes for young children and their families.