About

Dr. Vetere is a Clinical Assistant Professor of ESOL (English Speakers of Other Languages) and Bilingual Education. His teaching and research areas revolve around ESOL/World Languages teacher preparation (pre-service and in-service professional development). His research has sought to understand teaching practices as anchored within complex and diverse contexts. He has endeavored to investigate the dynamic relationships that exist within L2 instruction and teacher preparation. To date, much of his research has focused on the role of creativity, play, and imagination in PK-12 language learning contexts. Currently, his interest lies in the need to critically examine the dialogic voices of multilingual/multicultural classrooms, including the lived experiences, expectations, and practices of both language learners and their teachers through the strategic use of new emerging technology.

Research Interests

Bilingual / Bicultural Education, Bilingualism and Biliteracy, Creativity, Curriculum Development, Curriculum Integration, Diverse Learners, Dual Language Learners, ESOL, Early Childhood, Educational Ethnography, Elementary Education, Field Experience, Language and Literacy Development, Middle School / Jr. High, Primary / Elementary, Professional Development, Qualitative Research, Secondary / High School Transition, Sociocultural Perspectives

Education

• Ph.D. in Curriculum and Instruction (Second Language Education), 2018 The Pennsylvania State University
• M.A. in TESOL/Applied Linguistics, 2013 Indiana University of Pennsylvania
• B.A. in Theatrical Studies, Minor in French, 2008 Ball State University

Professional Appointments

• Clinical Assistant Professor of ESOL/Bilingual Education, School of Teaching and Learning, University of Florida, 2018 - Present

Activities and Honors

• Reviewer, Language and Sociocultural Theory, 2018 - Present
• Graham Endowed Fellowship, The Pennsylvania State University, 2013 - 2014

Selected Publications

• Vetere, T., and Smith-Uzuner, S. (2018). Secondary grades: Using drama-based instruction to promote knowledge-in-action learning for emergent bilinguals. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching. Hoboken, NJ: TESOL International Association & Wiley.
• Vetere, T. (2018, March). (Re)evaluating teacher 'expertise' in the L2 classroom: Becoming a language professional. Paper presented as part of a colloquium: "What L2 Teachers' Experiences and Practices Teach Us About Language Learning Today" at the Annual Conference of the American Association of Applied Linguistics (AAAL): Chicago, IL, March 24 - 27, 2018. (Dr. Claire Kramsch, discussant).
• Vetere, T., and Poehner, M. E. (2017, March). Rewriting the script of L2 teacher preparation: Promoting pre-service teacher development through play-based zones of proximal development. A paper presentation at the annual conference of the American Association of Applied Linguistics: Portland, OR, March 18-22, 2017.
• Vetere, T. (2017, February). L2 drama-based instruction across diverse settings: Issues in teacher preparation. Paper presentation at the 10th International Conference on Language Teacher Education: University of California, Los Angeles, CA, February 2-4, 2017.
• Vetere, T. (2014, November). Competing and resisting language ideologies: Family language policy and heritage language maintenance in preschool bilingual acquisition. Paper presented at the 22nd International Re-conceptualizing Early Childhood Education (RECE) Conference: Kent State University; Kent, OH, November 1-5, 2014.