Dr. Tamara Sniad has been a faculty member in the College of Education at Temple University TESOL since 2011, and was on faculty at Rowan University for two years prior. Her bachelor's and master's degrees in linguistics are from the University of Florida, and her doctoral degree in educational linguistics is from the University of Pennsylvania. She specializes in teaching English as a second language, diversity in education, and discourse analysis. In addition to university teaching, she has held positions directing a college access program in Camden, NJ, teaching English as a second language in the US and abroad, and leading a national training program for out-of-school education. Throughout her career, she has presented in over 30 national and state conferences and published in the Journal of Pragmatics, the Harvard Family Research Project Evaluation Exchange, Academic Exchange Quarterly and, most recently, through the Center for Innovations in Learning. She is the proud recipient of the 2014 Temple College of Education Owlie Award for Innovative Teaching, the 2016 College of Education Graduate teaching Award, and the 2017 Temple University Lindback Award for Excellence in Teaching. In Fall 2017, she and Dr. Jill Swavely were awarded a 5-year, $2.7 million Department of Education grant to improve the experiences and outcomes for English Language learners in Philadelphia middle and high schools.

According to her school-age daughter, the three most important things to know about Dr. Tamara Sniad: "[She] likes to teach and play games. And [she] has two children who are very nice.”

Selected Publications

  • Sniad, T., Lessa, T.M., Johnston, E.V., & Rivera, A.W. (2019). Engaging college students through hybrid learning: Perspectives from four instructors. In Handbook of Research on Fostering Student Engagement With Instructional Technology in Higher Education (pp. 20-34). doi: 10.4018/978-1-7998-0119-1.ch002

  • Sniad, T. (2016). Next-Generation Teachers in Linguistically Diverse Classrooms. Handbook on Personalized Learning for States, Districts, and Schools, pp. 249-262. Center on Innovations in Learning, Temple University. Retrieved from

  • Sniad, T. (2015). Lesson Study: Collaboration for Improving Teaching. In M.D. Deprez (Ed.), Collaboration in Education, 3 (pp. 100-106). Stuyvesant Falls, NY: Rapid Intellect Group. Retrieved from

  • Sniad, T. (2012). Lesson Study: Collaboration for Improving Teaching. Academic Exchange Quarterly, 16(4), pp. 108-108. Chattanooga State Technical Community College.

  • Sniad, T. (2007). "It's not necessarily the words you's your presentation": Teaching the interactional text of the job interview. Journal of Pragmatics, 39(11), pp. 1974-1992. doi: 10.1016/j.pragma.2007.07.014

  • Sniad, T. (2007). 'It's not necessarily the words you's your presentation': Teaching the interactional text of the job interview. J Pragmat, 39(11), pp. 1974-1992. Elsevier Science. doi: 10.1016/j.pragma.2007.07.014

  • Sniad, T.S. (2003). 'You Need to Be Professional': An Analysis of Teacher Positioning and Imagined Job Interviews in a Hospitality Training Program. Retrieved from

  • Sniad, T.S. (2000). Review of Language, Culture, and Power: Bilingual Families and the Struggle for Quality Education Lourdes Diaz Soto; State University of New York Press, New York, 1997, 170 pages, ISBN 0791431428. Linguistics and Education, 11(2), pp. 175-177. doi: 10.1016/s0898-5898(00)00023-1

  • Sniad, T.S. Participant Framework in Tutor Training. Working Papers in Educational Linguistics, 16(2), pp. 63-79. Retrieved from