Lourdes Cardozo Gaibisso

Lourdes Cardozo Gaibisso

Cardozo Gaibisso

Division

  • Graduate Faculty

Classification

  • Assistant Professor

Contact

lc1811@msstate.edu
662-325-3644

Address

  • 2503 Lee Hall

Education

  • Ph.D., Language and Literacy Education, TESOL and World Language Education, University of Georgia 
  • M.A. Education, Research in Teaching and Learning, Universidad ORT Uruguay 
  • B.A. English Language Teaching, National Teacher Education College - Instituto de Profesores Artigas, Uruguay 

Courses Taught

  • EN/AN 2403 Introduction to the Study of Language  
  • EN/AN 4403/6403 Introduction to Linguistics  
  • EN 4433/6433 Approaches to TESOL 
  • EN 4453/6453 Methods in TESOL
  • EN 4463/6463 Studies in Second Language Acquisition

Lourdes specializes in systemic functional linguistics, science literacy for minoritized populations, culturally and linguistically sustaining pedagogies, and TESOL. Her research focuses on developing more equitable learning opportunities for multilingual migrant and immigrant youth, their families and communities. In addition to her research and teaching, Lourdes has served as education consultant for the World Bank’s Regional Program for the Development of the Teacher Profession in Latin America and the Caribbean (2018-2019) and as Curriculum Development Specialist in Teacher Policy (2020) for the International Institute for Educational Planning, United Nations Educational, Scientific and Cultural Organization (IIEP-UNESCO). Lourdes is an Associate Researcher in the Social Sciences (National Researcher System, Research and Innovation Agency, Uruguay) and a Research Fellow (Social Science Research Center, Mississippi State University). 

 

  • Cardozo-Gaibisso, L., Vazquez Dominguez, M., & Buxton, C. & Harman, Ruth. (2022). ¿Qué valoran los que enseñan? Aportes para el aprendizaje de ciencias en contextos bilingües a través del discurso docente. Cuaderno de Pedagogía Universitaria, 18 (36), 7-26.
  • Buxton, C., Harman, R., Cardozo Gaibisso, L., Vazquez Dominguez, M. (2022). Translanguaging within an integrated framework for multilingual science meaning-making. In A. Jakobsson, P. Nygård Larsson & A. Karlsson (Eds.) Translanguaging in Science Education (pp. 13-38). Springer.
  • Valencia Mazzanti, C. & Cardozo-Gaibisso, L. (2021) The Affective Being of Multilingual Children’s Language Use for Mathematics Learning. Educational Studies, DOI: 10.1080/00131946.2021.1919675
  • Harman, R., Buxton, C., Cardozo-Gaibisso, L., Jiang, L. & Bui, K. (2021). Culturally sustaining systemic functional linguistics praxis in science classrooms. Language and Education, https://doi.org/10.1080/09500782.2020.1782425
  • Cardozo-Gaibisso, L., & Vazquez Dominguez, M. (Eds.). (2020). Handbook of Research on Advancing Language Equity Practices with Immigrant Communities. IGI Global.
  • Cardozo-Gaibisso, L. (2020). Reimagining Learning with Latinx Students through Science Family Workshops. Journal of Latinos and Education, 1-6.
  • Cardozo-Gaibisso, L. (2020). Desarrollo Profesional Decente. In Estrategias innovadoras para la formación de docentes en la construcción de paz. (112-125). Barcelona: Fundación Kreanta.
  • Cardozo-Gaibisso, L., Pangrazio, L. & Azpiroz, M. (2020). La Preadolescencia Datificada. Pistas y lecciones aprendidas en una intervención en Uruguay y Australia. In Yael Ferreira (Ed.), Educar y aprender en la era digital: Una mirada desde la investigación (pp. 127-149). Uruguay: CmIpresos.
  • Pangrazio, L., & Cardozo-Gaibisso, L. (2020). Beyond cybersafety: The need to develop social media literacies in pre-teens. Digital Education Review, (37), 49-63.
  • Cardozo-Gaibisso, L., Kim, S., Buxton, C. & Cohen, A. (2020). Thinking beyond the score: Multidimensional analysis of student performance to inform the next generation of science assessments. Journal of Research in Science Teaching, 57(6), 856-878. https://doi.org/10.1002/tea.21611
  • Cardozo-Gaibisso, L., & Harman, R. (2019). Preparing In-Service Teachers to Work with Linguistically and Culturally Diverse Youth: Lessons Learned and Challenges Ahead. In G. Onchwari, & J. Keengwe (Eds.), Handbook of Research on Engaging Immigrant Families and Promoting Academic Success for English Language Learners (pp. 361-377). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-8283-0.ch018
  • SISTEMAS: Stimulating Immersive Science Through Engaging Multilingual and Authentic Scenarios, NIH Science Education Partnership Award (Co-P.I.), 2022-2027 
  • SMILE: Scientific and Multilingual Inquiry Learning in Engineering, College of Arts and Sciences Strategic Research Initiative. (P.I.), 2021-2023 
  • DSK: Data Smart Kids - Developing Social Media Literacies in Pre-Teens, National Research and Innovation Agency of Uruguay. (P.I.), 2018-2020 
  • North American Systemic Functional Linguistics Association (NASFLA) Promising Scholar Award (2023)  
  • Southeastern Conference (SEC) Visiting Faculty Travel Grant Program (2022)  
  • Research Article Award, Universidad ORT Uruguay (2020)  
  • Summer Research Award, University of Georgia (2017) 
  • Tinker Field Research Grant, Tinker Foundation (2016) 
  • Fulbright Foreign Student Program (2014-2016)