Maggioli, Gabriel Diaz

Gabriel Diaz Maggioli
MA, Education, University of Bath (UK); doctoral studies in education, University of Bath
Director, University Language Learning and Teaching; Director, MA TESOL; Chair, English Language Studies, The New School for Public Engagement.

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Areas of Expertise:
Teacher education, teacher development, linguistic policy, educational innovation, teaching foreign languages
Gabriel Diaz Maggioli is a teacher who applies the lessons learned in the classroom to his roles as educational administrator, teacher educator, author and researcher. His current area of research in the mediation of students' learning within a Sociocultural framework. His interest resides mostly on Scaffolding as a Mediated Learning Experience. A frequent presenter at national and international professional development events and conferences, Gabriel Diaz Maggioli has also developed, managed or consulted in educational projects funded by the Inter American Development Bank, the World Bank, UNICEF, UNESCO, the European Union and the British Council. He was the recipient of a 2002-2003 Fulbright "Hubert H. Humphrey" Fellowship which he spent at The Pennsylvania State University, and has also been a visiting scholar at the Center for Applied Linguistics in Washington, DC. His work has always been oriented towards the professionalization of English Language Teachers and the provision of quality access to language education for students of low socioeconomic levels.

Gabriel's work has supported educational innovations, mostly in Latin America, where he has acted as consultant and/or expert in nation-wide educational reform projects, Most recently, he facilitated the development of a competency-based teacher education curriculum in Belize; collaborated in the drafting and validation of a new curriculum for English as a Foreign Language in Ecuadorian secondary schools; supported the development of standards for English language teacher education in Chile and Uruguay; and acted as expert in the Linguistic Policy Task Force of the Southern Cone Economic Marker (MERCOSUR). He has also contributed to the professional development of language teaching colleagues in the Americas, Europe, the Middle East and Asia. He lives and works in New York. He is currently working on an introductory Language Teaching Methods coursebook with his colleague Lesley Painter-Farrell, with who he has just finished writing an English Language Teaching book for young learners. He lives and works in New York.
Courses Taught:
  • TESOL Methods
  • Learner Assessment
  • Independent professional projects on curriculum development
  • Foundations of Practitioner Research
  • Language, power and pedagogy
Recent Publications:


D Diaz Maggioli, G. (2013). Stepping Up! – Level 3 – Teacher’s Guide. Buenos Aires, Argentina: Macmillan.

Diaz Maggioli, G. (2012). Self-access booklets for Student-Teachers ar the CFE: Introduction to Didactics. Montevideo, Uruguay: National Administration of Public Education.

Diaz Maggioli, G. (2012). Teaching English Language Teachers: Scaffolding professional learning. Lanham, MD: Rowman & Littlefield Education.

Diaz Maggioli, G. (2012). Stepping Up! Level 1 – Teacher’s Guide. Buenos Aires, Argentina: Macmillan.

Díaz Maggioli, G. and Kaplan, G. (2010). (Eds.). Mentoring in a mint: Thoughts and strategies on school-based teacher education. Montevideo, Uruguay: National Teacher Education Council.

Díaz Maggioli, G. and Kuhlman, N. (2010). (Eds.). Estándares para la Educación de Docentes de Lenguas Extranjeras [National Teacher Education Standards]. Montevideo, Uruguay: National Teacher Education Council.


Diaz Maggioli, G. (2012). The role of formative feedback in the Understanding by Design curriculum development framework. In Leymonie, J. and Fiore, E. (Eds.). Practical Didactics 2: Teaching for Understanding. 121-133. Montevideo, Uruguay: Grupo Magró.

Díaz Maggioli, G. (2012). Building communities of practice: Support and challenge through mentoring networks. In Honigsfeld, A. and Dove, M. (Eds.) Co-teaching and Other Collaborative Practices in the EFL/ESL Classroom: Rationale, Research, Reflections, and Recommendations. 261—270. New York, NY: Information Age Publishing.

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