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 4443/6443 English Syntax
  • EN 4453/6453 Methods in TESOL
  • EN 4463/6463 Studies in Second Language Acquisition

Dr. Lourdes Cardozo-Gaibisso is an Assistant Professor of TESOL and Linguistics in the Department of English at Mississippi State University and a Research Fellow at the Social Science Research Center where she leads the Science Literacy for Equity (SL4E) Research Collaboratory. She is a systemic functional linguist specializing in science literacy for multilingual students.

 

Dr. Cardozo-Gaibisso’s research agenda is informed by three interconnected strands: teaching and learning for multilingual learners in science; science teacher education and professional learning; and assessment development and interpretation for multilingual learners in science. Dr. Cardozo-Gaibisso is a National Academies of Sciences, Engineering, and Medicine (NASEM) Gulf Research Program Early Career Research Fellow (2024-2026).

 

Before joining Mississippi State University, Dr. Cardozo-Gaibisso was an Assistant Professor and Research Scientist at Universidad ORT Uruguay. She earned her Ph.D. in Language and Literacy Education, TESOL and World Language Education from the University of Georgia; her M.A. in Education with an emphasis on research in teaching and learning processes from Universidad ORT Uruguay; and her B.A. in English Language Teaching from Instituto de Profesores Artigas, also in Uruguay.

 

  • Cardozo-Gaibisso, L., Vazquez Dominguez, M., Harman, R. & Buxton, C. (Eds.). (2024). Pedagogies for Equitable Access: Reimagining Multilingual Education for an Uncertain World. Charlotte, NC: Information Age Publishing.
  • Cardozo-Gaibisso, L. (2024). Aportes de la Lingüística Sistémico-Funcional a la equidad educativa: prácticas y debates. Cuaderno de Pedagogía Universitaria, 21(41), 7-19.
  • Harman, R., Bui, K., Cardozo-Gaibisso, L., Vazquez Dominguez, M., & Buxton, C. & Fu, S. (2024). Systemic functional multimodal discourse analysis: multimodal composing and civic agency of multilingual youth. In Translanguaging and Multimodality as Flow, Agency, and a New Sense of Advocacy in and from the Global South. Taylor & Francis.
  • Cardozo-Gaibisso, L., Harman, R., Buxton, C. & Vazquez Dominguez, M. (2023). Toward antiracist understandings of teaching and learning science literacies: Insights from a bilingual classroom. Journal of Literacy Innovation. Journal, 8(3), 36-52.
  • 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

Cardozo Gaibisso Book 1

Handbook of Research on Advancing Language Equity Practices With Immigrant Communities

 

Cardozo Gaibisso Book 2

Pedagogies for Equitable Access: Reimagining Multilingual Education for an Uncertain World

  • BRIDGE TESOL: Building Regional Initiatives for Developing Global Educators for Teaching English to Speakers of Other Languages, Global Development Seed Grants, International Institute (P.I.) 2024-2025
  • 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 
  • National Academies of Sciences, Engineering, and Medicine Gulf Research Program’s Early-Career Research Fellowship (2024-2026)
  • 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)