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Authors
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Anna Uhl Chamot, Ph.D.
Anna Uhl Chamot, Ph.D.
Anna Uhl Chamot is a Professor of Secondary Education and a faculty advisor for ESL in George Washington University’s Department of Teacher Preparation. She has been a researcher and teacher trainer in content-based second-language learning and language-learning strategies. She codesigned and has written extensively about the Cognitive Academic Language Learning Approach (CALLA) and spent seven years implementing the CALLA model in the Arlington Public Schools in Virginia.
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Jim Cummins, Ph.D.
Jim Cummins, Ph.D.
Jim Cummins is the Canada Research Chair in the Department of Curriculum, Teaching, and Learning of the Ontario Institute for Studies in Education at the University of Toronto. His research focuses on literacy development in multilingual school contexts, as well as on the potential roles of technology in promoting language and literacy development. His recent publications include: The International Handbook of English Language Teaching (coedited with Chris Davison), and Literacy, Technology, and Diversity: Teaching for Success in Changing Times (with Kristin Brown and Dennis Sayers).
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Kristina Anstrom, Ed.D.
Kristina Anstrom, Ed.D.
Kristina Anstrom is the Assistant Director of the Center for Equity and Excellence in Education at The George Washington University. She has worked with teachers and teacher educators at the K–12 and university levels to help design more inclusive curricula and learning environments for English learners. She received her doctorate in education from The George Washington University.
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Maria V. Balderrama, Ph.D.
Maria V. Balderrama, Ph.D.
Maria V. Balderrama is a Professor at California State University, San Bernardino’s College of Education. She is a bilingual, multicultural educator and researcher with more than 25 years in public education. Professor Balderrama’s experiences include work with diverse youth, their families, teachers, and school administrators. Her research and writing addresses applied sociology of education, bilingual and multicultural education, and teacher preparation.
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Arnetha F. Ball, Ph.D.
Arnetha F. Ball, Ph.D.
Arnetha F. Ball is a professor at Stanford University. Her areas of expertise include language and literacy studies of diverse student populations, research on writing instruction, and teacher preparation for working with diverse populations. She is the author of African American Literacies Unleashed, with Dr. Ted Lardner, and Multicultural Strategies for Education and Social Change.
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John De Mado
John De Mado
John De Mado has been an energetic force in the field of Language Acquisition for several years. He is founder and president of John De Mado Language Seminars, Inc., an educational consulting firm devoted exclusively to language acquisition and literacy issues. John, who speaks a variety of languages, has authored several textbook programs and produced a series of music CD/DVDs designed to help students acquire other languages. John is recognized nationally, as well as internationally, for his insightful workshops, motivating keynote addresses, and humor-filled delivery style.
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Jana Echevarría, Ph.D.
Jana Echevarría, Ph.D.
Jana Echevarría is a Professor Emerita at California State University, Long Beach (CSULB). She has taught in elementary, middle, and high schools in general education, special education, ESL, and bilingual programs. She has lived in Taiwan, Spain, and Mexico. An internationally known expert on second language learners, Dr. Echevarría is a Fulbright Specialist. Her research and publications focus on effective instruction for English learners, including those with learning disabilities. Currently, she is Co-Principal Investigator with the Center for Research on the Educational Achievement and Teaching of English Language Learners (CREATE) funded by the U.S. Department of Education Institute of Education Sciences (IES). In 2005, Dr. Echevarría was selected as Outstanding Professor at CSULB.
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Danling Fu, Ph.D.
Danling Fu, Ph.D.
Danling Fu is a Professor of Language and Culture in the College of Education at the University of Florida. She researches and provides in-service to public schools nationally, focusing on literacy instruction for new immigrant students. Fu’s books include My Trouble Is My English and An Island of English, addressing English learners in the secondary schools. She has authored chapters in the Handbook of Adolescent Literacy Research and in Adolescent Literacy: Turning Promise to Practice.
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Georgia García, Ph.D.
Georgia García, Ph.D.
Georgia García is an Associate Professor of Curriculum and Instruction at the University of Illinois at Urbana- Champaign. She is a recipient of the Council of Graduate Students in Education Faculty Award for excellence in graduate teaching, advising, and research. She has held appointments in the Bureau of Educational Research and in the Department of Educational Policy Studies. Dr. García’s research focuses on literacy acquisition, instruction, and assessment to understand student reading performance, to investigate the influence of instructional and assessment factors, and to identify changes that could improve student performance. Her research takes into account linguistic and social factors, the perspective of a particular group, and the sociocultural context in which the literacy event occurs. She has written numerous articles on literacy development, instruction, and assessment of students from diverse linguistic and cultural backgrounds, with a special interest in bilingual literacy.
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Sharroky Hollie, Ph.D.
Sharroky Hollie, Ph.D.
Sharroky Hollie is an Assistant Professor in Teacher Education at California State University, Dominguez Hills. His expertise is in the fields of professional development, African American education, and second language methodology. He is an Urban Literacy Visiting Professor at Webster University, St. Louis. Hollie is the executive director of the Center for Culturally Responsive Teaching and Learning (CCRTL) and the cofounding director of the nationally acclaimed Culture and Language Academy of Success (CLAS).
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Catharine W. Keatley, Ph.D.
Catharine W. Keatley, Ph.D.
Catharine W. Keatley is Associate Director of the National Capital Language Resource Center for The George Washington University, Georgetown University, and the Center for Applied Linguistics. She received her M.A. in remedial reading and learning disabilities from New York University, and her Ph.D. from the University of Hong Kong, where she studied cognitive psychology with a focus on bilingual memory.
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Julie Maravilla
Julie Maravilla
Julie Maravilla assisted in the development of curricular frameworks and the review of instructional materials, including the 2007 Reading Language Arts Framework for California Schools. Maravilla was chair of the Reading Language Arts/English Language Development Subject Matter Committee that developed criteria for instructional materials for the 2008 Language Arts adoption. She has served as a literacy coach and professional development provider for California teachers and administrators.
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Jill Kerper Mora, Ed.D.
Jill Kerper Mora, Ed.D.
Jill Kerper Mora is Associate Professor Emerita from the College of Education, San Diego State University. She learned Spanish when her family lived in Costa Rica, which inspired her to become a Spanish and bilingual education teacher. She has specialized in preparing teachers for culturally and linguistically diverse classrooms for over 30 years. Her research and publications focus on instructional methods for developing biliteracy, professional development for teachers of immigrant students, and education policy analysis. Her publications include Pearson’s Calle de la Lectura. Dr. Mora’s award-winning Cross-cultural Language and Academic Development website has been visited more than 3 million times since 1998. From 2003 to 2005, she was Resident Director of the California State University system’s International Program and Bilingual Teacher Credential Program in Querétaro, Mexico. In July 2009, Dr. Mora received the Promoting Biliteracy Award from the Two-way California Association for Bilingual Education for her strong advocacy for educational equity for language minority students.
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Deborah J. Short, Ph.D.
Deborah J. Short, Ph.D.
Deborah J. Short is a Professional Development Consultant and a Senior Research Associate at the Center for Applied Linguistics in Washington, D.C. She codeveloped the SIOP® Model for Sheltered Instruction and has directed national research studies on English learners funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Department of Education. She recently chaired an expert panel on adolescent ELL literacy. As the Director of Academic Language Research & Training, Dr. Short provides professional development on Sheltered Instruction and academic literacy around the United States and abroad. She has numerous publications, including the SIOP® book series and five ESL textbook series for National Geographic/Hampton-Brown. She has taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of Congo.
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MaryEllen Vogt, Ed.D.
MaryEllen Vogt, Ed.D.
MaryEllen Vogt is Distinguished Professor Emerita of Education at California State University, Long Beach. Dr. Vogt has been a classroom teacher, reading and special education specialist, district reading resource teacher, and university teacher educator. She received her doctorate from the University of California, Berkeley. A coauthor of fourteen books, including the SIOP® series and Reading Specialists and Literacy Coaches in the Real World (2007), Dr. Vogt has provided professional development in all fifty U.S. states, and in eight other countries. She served as president of the International Reading Association in 2004–2005.
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Grant Wiggins, Ed.D.
Grant Wiggins, Ed.D.
Grant Wiggins is the President of Authentic Education in Hopewell, New Jersey. He earned his Ed.D. from Harvard University. Dr. Wiggins consults with schools, districts, and state education departments on a variety of reform matters; organizes conferences and workshops; and develops print materials and Web resources on curricular change. He is the coauthor, with Jay McTighe, of Understanding by Design, and The Understanding by Design Handbook, the award-winning and highly successful materials on curriculum published by ASCD.
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Lily Wong Fillmore, Ph.D.
Lily Wong Fillmore, Ph.D.
Since Lily Wong Fillmore retired from the faculty of the University of California, Berkeley, several years ago, she has investigated the question of why so many language minority students have difficulty getting beyond the most basic levels of reading proficiency. Her current research efforts focus on discovering how academic English is used in school texts and on how teachers can support their students’ development of such language. Her publications include “What Teachers Need to Know About Language,” published in What Teachers Need to Know About Language, “ELLs and High Stakes Testing: Enabling Students to Make the Grade” with Brian Bielenberg in Educational Leadership, and “Expectations and Diversity: Focus on English Learners and Their Instructional Needs,” in Expectations in Education: Readings on High Expectations, Effective Teaching, and Student Achievement.