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Karla del Rosal, Ph.D., is a Clinical Assistant Professor in the Department of Teaching and Learning at the Annette Simmons School of Education and Human Development. She is the Director of Graduate Studies at èßäÊÓƵapp, leading the Master of Education and Master of Science in the Learning Sciences programs.

Karla holds a Ph.D. in Educational Equity and Cultural Diversity from the University of Colorado Boulder. Her expertise includes teacher education, second language acquisition, cultural responsiveness, and formative assessment, with a focus on best practices for English learners in Mathematics and Science classrooms.

At èßäÊÓƵapp, Karla teaches both graduate and undergraduate courses. Her graduate-level courses cover bilingual education, ESL instruction, and related topics, while her undergraduate courses focus on instructional design, planning, and assessment. Her syllabi emphasize developing teachers' understanding of language's role in learning and second language acquisition, emphasizing practical application.

As a Mexican immigrant and former educational researcher, Karla brings diverse perspectives to her work. She has experience teaching in bilingual and dual-language classrooms in Texas and Colorado and has worked as a curriculum specialist at Plano ISD.

Karla has contributed to multiple research projects at èßäÊÓƵapp, investigating teacher education and culturally responsive learning spaces. She has published numerous academic articles and book chapters in top-tier journals.

Publications

Wilhelm, A., del Rosal, K., Wu, S., & Woods, D. (2020). Refining an advice network: exploring beginning teachers’ decisions about advice providers. Teacher Education Quarterly, 47(3), 96-119.

Pavlakis, A., Conry, J., & del Rosal, K. (2019). Virtual and physical interactions in school-based spaces: Latinx parent engagement in a high-tech urban elementary school. Urban Education, 0042085919894036.

Román, D., del Rosal, K., & Basaraba, D. (2019). Constructing Explanations in Science: Informal Formative Assessment Practices Among Science Teachers of English Learners. Research in Science Education, 49(4), 1055-1067.

del Rosal, K. (2018). Facilitating participation: supporting English learners in science classrooms. In Luft Baker, D., Basaraba, D.L., & Richards, C. (Eds.), Second Language Acquisition: Methods, Perspectives, and Challenges. Hauppauge, NY: Nova Science Publishers, Inc.

del Rosal, K., Román, D., & Basaraba, D. (2018). Debemos escuchar a los maestros: Perspectives of bilingual teacher candidates in teacher education partnerships. Bilingual Research Journal, 41(2), 187-205.

del Rosal, K., Ware, P., & Montgomery, N. (2018). Teachers learning to teach English learners in an online community of practice in an urban district. In Zou, B. (Ed.), Integrating Technology into Contemporary Language Learning and Teaching. Hershey, PA: Editorial Discovery.

Ware, P., del Rosal, K., & Conry, J. (2018). Affordances and task design: A case study of online mentoring between practicing teachers and adolescent Learners. In Kern, R. & Develotte, C. (Eds.) Online Multimodal Communication and Intercultural Encounters: Theoretical and Educational Perspectives. New York: Routledge.

Román, D., del Rosal, K., Polanco, P., Varela, P., & Mora, N. (2018). Using science and technology to protect urban water sources. Science Scope, 42(2), 84-89.

del Rosal, K., Conry, J., & Wu, S. (2017). Exploring the fluid online identities of language teachers and adolescent language learners. Computer Assisted Language Learning, 30(5), 390-408.

del Rosal, K., Ware, P., & Montgomery, N. (2016). Mentoring teachers of English learners in an online community of practice. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 6(3), 1-17.

Gates, Z., Román, D. X., & del Rosal, K. (2016). Intercultural bilingual educational policies for transnational Indigenous communities: School experiences of the Wichí-Weenhayek people on the Argentinean-Bolivian border. Bilingual Research Journal, 39(3-4), 213- 230.