Institute on Multilingualism in Schooling & Learning Contemporary Perspectives - Summer 2011
: Dr. Aida Nevárez-La Torr
: Phone: 212-636-6475 | E-Mail: email@example.com
| Fax: 212-636-6452
Speakers & Topics
: Learning English as a Second Language as an Adolescent: A Personal Perspective.
Dr. Mirta Ojito is an assistant professor at Columbia University's Graduate School of Journalism, where she teaches a seminar on immigration reporting as well as a reporting and writing class. A newspaper reporter since 1987, she worked for The Miami Herald
and El Nuevo Herald
for nine years and, from 1996 to 2002, for The New York Times
, where she covered immigration, among other beats, for the Metro Desk.
She received the American Society of Newspaper Editor's writing award for best foreign reporting in 1999 for her writing about life in Cuba, and a shared Pulitzer for national reporting in 2001 for a New York Times
series of articles about race in America. Her work has been included in several anthologies including To Mend the World: Women Reflect on 9/11
, Written into History: Pulitzer Prize Reporting of the Twentieth Century from The New York Times
, By Heart/De Memoria
, and How Race is Lived in America
Mirta Ojito is a graduate of the mid-career master's degree program at Columbia University, and a member of the Board of Trustees of Phi Theta Kappa (PTK), an international honors society. In 2006 she was a recipient of the degree of Doctor of Humane Letters, honoris causa, from Florida Atlantic University. Her book Finding Ma
ñana: A Memior of a Cuban Exodus was published in 2005 (The Penguin Press).
Professor Emeritus, University of Southern California
: Common Core Standards and National Tests: A Terrible Plan for non-ELLS, even worse for ELLs.
Dr. Stephen Krashen is an expert in the field of linguistics, specializing in theories of language acquisition and development. Much of his research has involved the study on non-English and bilingual language acquisition. Dr. Krashen's research has focused on reading and its effects on language acquisition and academic success. During the past 20 years, he has published hundreds of books and articles and has been invited to deliver over 500 lectures at universities throughout the United States and the rest of the world.
He is best known for developing the first comprehensive theory of second language acquisition, introducing the concept of sheltered subject matter teaching, and as the co-inventor of the Natural Approach. He has also contributed to theory and application in the areas of bilingual education, and reading. His current books are Summer Reading: Program and Evidence
(with Fay Shin, published by Allyn and Bacon), English Learners in American Classrooms
(with Jim Crawford, published by Scholastic), and Free Voluntary Reading
(Libraries Unlimited, 2011).
Dr. Maria Estela Brisk is a Professor of Education and chair of the Teacher Education, Special Education and Curriculum and Instruction Department at the Lynch School of Education, Boston College. She received her Ph.D. in linguistics and bilingual education at the University of New Mexico in 1972.
Her research and teacher-training interests include elementary students’ writing development, bilingual education, bilingual language and literacy acquisition, methods of teaching literacy, and preparation of mainstream teachers to work with bilingual learners. Dr. Brisk has served as a consultant in legal matters pertaining to bilingual education, and has worked closely with regional and local groups and school systems in developing their bilingual programs as well as mainstream programs that serve bilingual learners.
Dr. Brisk was the 1991 Boston University recipient of the Metcalf cup and Metcalf Prize for excellence in teaching. She is the author of the books including: From Compensatory to Quality Schooling; Literacy and Bilingualism: A Handbook for ALL Teachers
(2006, Lawrence Erlbaum); Situational Context of Education: A Window into the World of Bilingual Learners
(2004, Lawrence Erlbaum); Language Development and Education: Children with varying Language Experiences
(with P. Menyuk) (2005, Palgrave MacMillian Ltd); and Langauge, Culture, and Community in Teacher Education
(2008, Lawrence Erlbaum). A native of Argentina, she is a fluent speaker of Spanish.
New York University
Dr. Pedro Noguera is the Peter L. Agnew Professor of Education at New York University. He holds tenured faculty appointments in the departments of Teaching and Learning and Humanities and Social Sciences at the Steinhardt School of Culture, Education and Development and in the Department of Sociology at New York University. He is also the Executive Director of the Metropolitan Center for Urban Education and the co-Director of the Institute for the Study of Globalization and Education in Metropolitan Settings (IGEMS).
He is the author of The Imperatives of Power: Political Change and the Social Basis of Regime Support in Grenada
(Peter Lang Publishers, 1997), City Schools and the American Dream
(Teachers College Press 2003), Unfinished Business: Closing the Achievement Gap in Our Nation’s Schools
(Josey Bass, 2006) City Kids, City Teachers with Bill Ayers and Greg Michie
(New Press 2008), and his most recent book is The Trouble With Black Boys…and Other Reflections on Race, Equity and the Future of Public Education
(Wiley and Sons, 2008). Noguera has also appeared as a regular commentator on educational issues on CNN, National Public Radio, and other national news outlets.
Ester J. de Jong
University of Florida
: Multilingualism in schools from a Global Perspective.
Dr. Ester J. de Jong is currently Assocate Professor of ESOL/Bilingual Education in the School of Teaching and Learning at the University of Florida in Gainesville, Florida. Originally from the Netherlands, she earned her doctoral degree at Boston University in Bilingual Education andworked for five years as the Assistant Director for Bilingual Education/ESL in Framingham, Massachusetts.
She has been involved in two-way bilingual education for over 15 years. Additional research interests include: integrated, linguistically diverse, classroom settings and language policy in education. She currently works in the area of mainstream teacher preparation for linguistically and culturally diverse students, with a focus on what is different in terms of teachers' professional development for working with bilingual children. Her latest publication is Foundations for Multilingualism in Education: From Principles to Practice
(2011, Caslon Publishing).
City College of New York
Dr. Tatyana Kleyn is an assistant professor in the Bilingual Education and TESOL program at the City College of New York. In 2007 she received an Ed.D. in international educational development at Teachers College, Columbia University. She is author of Immigration: The Ultimate Teen Guide
(Scarecrow Press, 2011) and co-author of Teaching in Two Languages: A Guide for K-12 Bilingual Educators
with Reyes (Corwin Press, 2010). She has been involved in a study of long-term English learners (with Kate Menken) in NYC. Tatyana was an elementary school teacher in San Pedro Sula, Honduras and Atlanta, Georgia.
Mary Immaculate College, University of Limerick
: Words Fail Me
: The School Language Challenge for Marginalised Children
Dr. Áine Cregan was a Fullbright Scholar in the Harvard Graduate School of Education, where she completed a doctoral program in Reading, Language and Learning Disabilities in 1989. She is a Senior Lecturer in English in the Faculty of Education in Mary Immaculate College, University of Limerick, Ireland, a Teacher Education College. She was a consultant to the National Council for Curriculum and Assessment (NCCA) primary committee on English in the Revised Primary Curriculum and currently she is involved with the NCCA (Dublin) as an advisor on an Early Years and Primary Language Committee.
Her research interests are in the areas of Oral Language development and Educational Disadvantage. She has recently secured funding awards from the Combat Poverty Agency and the Department of Education and Skills in Ireland to complete research on the challenges of oral language development in contexts designated as disadvantaged in Irish primary schools. This research has led to the development of three significant reports:
University of Pennsylvania
Rebecca Freeman Field, Ph.D., is a sociolinguist and language educator dedicated to the professional development of educators that work with language learners. She is adjunct professor at the Graduate School of Education of the University of Pennsylvania, and the Director of the Language Education Division of Caslon Publishing and Consulting.
Freeman Field conducted ethnographic and discourse analytic research in multilingual schools and communities from 1986-2006, and she advises teachers and administrators in the United States and internationally on English as a second language, bilingual education, and world language policy, program, and professional development. She is author of Bilingual Education and Social Change, Building on Community Bilingualism
, and co-editor (with Else Hamayan) of English Language Learners at School: A Guide for Administrators