Nayalin Pinho Feller

Nayalin Pinho Feller holds a post-Doctoral degree in Applied Language Studies and Teacher Education from the University of Porto, a Ph.D. in Teaching, Learning and Sociocultural Studies from the University of Arizona and a master’s degree in TESOL from New Mexico State University. Her post-doctoral research explored the ways translanguaging and scaffolding strategies permeated a bilingual/CLIL classroom in Portugal. Her doctoral research investigated the role of teachers and peers in the bilingual development of young Guarani Indigenous children in Brazil. She has worked in several universities teaching in Early Childhood and Elementary Teacher Preparation Programs and has also worked as a teacher of English as an additional language.

Publications

Peer-reviewed articles

Feller, N. P. (2021). Translanguaging and Scaffolding as Pedagogical Strategies in a Primary Bilingual Classroom. Classroom Discourse. https://www.tandfonline.com/doi/full/10.1080/19463014.2021.1954960

Reyes, I., DaSilva Iddings, A. C., & Feller, N. P. (2016). Building relationships with diverse students and families: A funds of knowledge perspective. Journal of Early Childhood Literacy, 16(1), pp. 8-33. https://journals.sagepub.com/doi/abs/10.1177/1468798415584692

Book chapters

Feller, N. P. (forthcoming). Translanguaging Classroom Discourse: A Case Study of Scaffolding Strategies in a Bilingual Third Grade Classroom in Portugal. In M. Ellison, M. Morgado, & M. Coelho (Eds.), Contexts and conditions for successful CLIL in Portugal. U.Porto Press.

Feller, N. P. & Vaughan, J. (2018). Language practices of Guarani children in a community-based bilingual school. In G. Wigglesworth, J. Simpson, & J. Vaughan (Eds.), From Home to School: Language Practices of Indigenous and Minority Children. Palgrave MacMillan. https://link.springer.com/chapter/10.1057/978-1-137-60120-9_8

Butler, E. D., Feller, N. P., & DaSilva Iddings, A. C. (2017). Stories that travel: Preservice teachers using photography to understand children´s funds of knowledge in literacy learning. In A. C. DaSilva Iddings (Ed.), Re-Designing teacher education for culturally and linguistically diverse students: A critical-ecological approach (pp. 136-156). Routledge. https://www.taylorfrancis.com/books/edit/10.4324/9781315440484/re-designing-teacher-education-culturally-linguistically-diverse-students-ana-christina-da-silva-iddings 

Reports/Dissertations

Feller, N. P. (2020). Translanguaging and Scaffolding Strategies: A Case Study in a Primary Bilingual Classroom. (Unpublished postdoctoral dissertation). University of Porto. https://ler.letras.up.pt/site/default.aspx?qry=id033id1748&sum=sim

Feller, N. P. (2015). Children making meaning of the world through emergent literacies: Bilingualism, biliteracy and biculturalism among the young Indigenous children at Tekoá Marangatu, Brazil. (Unpublished doctoral dissertation). The University of Arizona. https://repository.arizona.edu/bitstream/handle/10150/556877/azu_etd_13924_sip1_m.pdf?sequence=1

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