Cristiane Soares
Office Hours
Tuesdays 12:00pm-1:00pm and 3:00pm-4:00pm
Academic Degrees: Ph.D. in Luso-Afro-Brazilian Studies and Theory, UMass- Dartmouth; M.A. in Applied Linguistics, UMass- Boston; B.A in Portuguese and Brazilian Literature, Universidade Federal do Rio Grande do Sul, Brazil.
Roles: Coordinator of the Portuguese language program and Director of the Portuguese Summer Program in São Paulo, Brazil
Research Interests: Portuguese as a foreign and heritage language and Pedagogy, Second Language Acquisition and Pedagogy; Brazilian Immigration and Community in Massachusetts; Gender Neutrality in Portuguese.
Dr. Cristiane Soares has a B.A in Portuguese and Brazilian Literature, a M.A in Applied Linguistics, and a Ph.D in Luso-Afro-Brazilian Studies and Theory. Cristiane has fifteen years of experience teaching Portuguese as a foreign and heritage language in the United States. She is Senior Preceptor and Coordinator of the Portuguese language program and director of the Portuguese Summer Program in São Paulo, Brazil. Cristiane has taught language courses at all levels and culture courses like Brazilian music, Brazilian cinema, Brazilian folklore, Introduction to Brazilian Culture and History, and Portuguese in the Community. Her current research focuses on Portuguese pedagogy, Portuguese as a foreign and heritage language, and inclusive and non-binary language in Portuguese. Cristiane is the co-author of “Inclusiveness Beyond the (non) Binary in Romance Languages: Research and Classroom Implementation” (Routledge, 2024), which explores research and best practices related to inclusive language in French, Italian, Portuguese, and Spanish.
Recent Publications
EDITED VOLUME
Silva, G.V., & Soares, C. (Eds.) (2024). Inclusive Beyond the (Non) Binary in Romance Languages: Research and Classroom Implementation. London & New York: Routledge.
BOOK CHAPTERS
Chagas, G., Soares, C., & Silva, G. V. (2024). Que degenerados, uma vergonha: a reação conservadora contra a linguagem não binária no discurso de posse da acadêmica Heloísa Teixeira. ex æquo, 49, 87-102.
Chagas, G., Soares, C., & Silva, G. V. (2024). For the children: Brazilian Portuguese and the rainbow scare. In Silva, G.V., & Soares, C. (Eds.), Inclusive Beyond the (Non) Binary in Romance Languages: Research and Classroom Implementation. (pp. 33-49). London & New York: Routledge.
Silva, G.V., Soares, C., & Viana, E. (2024). Teaching Practices of Inclusive Language in Portuguese. In Padilla, L., & Vana, R. (Eds.), Representation, Inclusion and Social Justice in World Language Teaching: Research and Pedagogy for Inclusive Calssrooms. (pp.51-70) London & New York: Routledge.
Soares, C., & Silva, G.V. (2022). Para um ensino descomplicado do gênero gramatical em português. In Silva, K. A. , & Silva E. V. (Eds.), O ensino de português nos Estados Unidos. Volume 10. Campinas, SP: Mercado de Letras.
JOURNAL ARTICLES
Soares, C. (2025). “Dear, this is too hard”: The journey of a Portuguese teacher in the United States. In Domenique, N. & Bianconi, C. (Eds.), Portuguese Language Journal- Special Edition. https://portugueselanguagejournal.com/index.php/home/issue/view/19
Silva, G.V., & Soares, C. (Eds.) (2024). Inclusive Beyond the (Non) Binary in Romance Languages: Research and Classroom Implementation. London & New York: Routledge.
Soares, C. & Silva, G. (2022). Português para todes: Percepções de profissionais de língua portuguesa sobre o uso de linguagem inclusiva. Portuguese Language Journal. Volume 16. https://www.portugueselanguagejournal.com/_files/ugd/02e26d_ff2730728687413a8abba0e513feb603.pdf