PhD, University of Pittsburgh
Center for International Education
Center for Social Equity Through Science Education
Teaching Culturally, Linguistically Diverse & Exceptional Learners
Phone: (703) 993-6213
Fax: (703) 993-9380
George Mason University
Thompson Hall 2603
4400 University Dr.
Fairfax, VA 22030
Dr. Ramos is an experienced educator who has been working closely with culturally and linguistically diverse learners and their families for more than 25 years. She began her teaching career in Pittsburgh Public Schools were she taught Spanish in grades 6-8 for 10 years and ESOL in grades 9-12 for 10 years. She also served as an Instructional Team Leader, a Clinical Resident Instructor, and a K-12 ESL Curriculum Coach.
Dr. Ramos earned a PhD in Language, Literacy, and Culture from the University of Pittsburgh in 2012 and began her work as a teacher educator in Pennsylvania. Dr. Ramos was delighted to join the Teaching Culturally and Linguistically Diverse and Exception Learners (TCLDEL) faculty at Mason in August 2016! As a teacher educator, she is dedicated to supporting pre-service and in-service teachers locally, nationally, and globally to strengthen their capacity to serve culturally and linguistically diverse students and their families with excellence and equity.
Recently, Dr. Ramos was selected as an Open GATE Faculty Fellow via Mason's Center for International Education (CIE). She will be traveling to Oslo, Norway in October 2017 to collaborate with teacher education faculty at the CIE's partner university, Oslo and Akershus University College (HiOA), on research around internationalizing teacher education.
Dr. Ramos is interested in building teachers’ capacity to design instruction that is rigorous, interactive, and student-centered, affording English learners consistent opportunities to use language in action to learn grade-level content concepts and develop academic language and literacy practices in tandem. Her research interests include investigating teachers’ use of genre pedagogy to support ELs’ learning of content and language across disciplinary areas. Additionally, she seeks to contribute to the current knowledge base around enhancing future and current educators’ global competence and international mindedness in order to create equitable teaching and learning environments for PK-12 ELs. Dr. Ramos has presented her work at international, national, state, and local conferences including TESOL, ACTFL, CARLA, and NABE as well as VAC-TE.
Ramos, K.A. (2017). Tackling a tough task: Teaching today's teachers to teach English learners. International Journal of Teaching & Learning in Higher Education, 29(3), 471-489.
Mattix Foster, A.A. & Ramos, K. (2017). Advocating for English learners. Association for Childhood Education International, Early Years Bulletin, 4(4), 5-7. http://www.acei.org/early-years-bulletin-1/
Ramos, K.A. & Mattix Foster, A. A. (2016). Connecting home and school for English language learners. Association for Childhood Education International, Early Years Bulletin,4(2), 11-12. http://www.acei.org/early-years-bulletin-1
Ramos, K.A. (2015). Using genre pedagogy to teach adolescent English learners to writeacademic persuasive essays. Journal of Education, 195(2), 19-35.
Ramos, K. A. (2014). Teaching adolescent ELs to write academic-style persuasive essays.Journal of Adolescent & Adult Literacy, 57(8), 655-665.
Ramos, K. (2017, April). Developing teachers’ understanding of pedagogical language knowledge and disciplinary literacy practices. Workshop presented at the annual meeting of the Conference on Language, Learning, and Culture (CLLC), Fairfax, VA.
Mattix Foster, A. A. & Ramos, K. (2017, March). Preparing teachers to advocate for equity for PK-12 English learners at home and abroad. Workshop presented at the annual meeting of the Virginia Association of College Teachers and Educators (VACTE), Williamsburg, VA.
Ramos, K. (2017, March). Teaching pre-service teachers to teach ELs in monolingual and monocultural areas: Thinking outside the box. Workshop presented at the annual meeting of the Virginia Association of College Teachers and Educators (VACTE), Williamsburg, VA.
Ramos, K. & Zhang, Y. (2016, April). Traversing borders: Building bridges to disciplinary literacy practices through genre pedagogy. Workshop presented at the annual meeting of Teaching English to Speakers of Other Languages (TESOL), Baltimore, MD.
Ramos, K. (2015, March). Teaching adolescent ELs to write academic-style persuasive essays. Paper presented at the annual meeting of Teaching English to Speakers of Other Languages (TESOL), Toronto, Canada.
Ramos, K. (2015, March). Teaching adolescent English learners to write academic-style persuasive essays. Paper presented at the annual meeting of National Association for Bilingual Education (NABE), Las Vegas, NV.
Ramos, K. (2014, October). Making it real: Creating campus connections between pre-service teachers and their ESL peers. Workshop presented at the fall meeting of Pennsylvania Council of Teacher Education (PAC-TE), Harrisburg, PA.
Ramos, K. & Aguilar-Francis, S. (2013, November). Employing a genre-based approach to teaching adolescent English language learners to write persuasive argument essays. Paper presented at the annual meeting of American Council of Teachers of Foreign Languages (ACTFL), Orlando, FL.
Ramos, K. (2013, May). Employing a genre-based approach to teaching adolescent English language learners to write persuasive argument essays. Workshop presented at the annual meeting of the New Jersey Writing Alliance, Edison, NJ.
Ramos, K. (2011, May). Pre-service and in-service teachers' attitudes and beliefs regarding language-based pedagogy. Paper presented at the annual meeting of the Center for Advanced Research on Language Acquisition (CARLA), Minneapolis, MN.
- Graduate School of Education
- Division of Advanced Professional Teacher Development and International Education
- Teaching Culturally, Linguistically Diverse & Exceptional Learners
- Secondary Education 6-12
- Center for International Education
- Center for Social Equity Through Science Education