麻豆影院

My research interests center on educational issues related to Spanish speaking language minority students in U.S. public schools. Four major areas of my research interests include: (1) language and literacy acquisition of Spanish speaking students in bilingual programs; ( 2) sociolinguistic and sociocultural contexts of classrooms and schools with large numbers of Spanish speaking students, including research on teacher preparation to understand how it affects program implementation and impact on schools; (3) acquisition of literacy in Spanish including the reconstruction of English reading programs into Spanish.; and (4) the impact of high-stakes testing on students who are learning English as a second language.听

Language and Literacy Acquisition of Spanish Speaking Students in Bilingual Programs

My interest in language and literacy acquisition focuses on how programs such as bilingual education affect the English language and literacy acquisition of Spanish speaking students. However, I am equally interested in ways that bilingual programs affect the maintenance and development of Spanish, as well as English, and signs of language shift and language loss. In this general area, I have published three articles in refereed journals and three book chapters. The articles appeared in听The Hispanic Journal of Behavioral Sciences听(1992, 1993), and听Urban Education听(1993). The book chapters appeared in听A Compendium of Readings in Bilingual Education听(1994),听Literacy: A Redefinition听(1994), and听The Power of Two Languages: Literacy and Biliteracy for Spanish Speaking Children听(1993). This work documents that, for children in bilingual programs, learning in Spanish does not retard or delay the acquisition of English.

My research in this area has also raised questions with regard to the wholesale carrying over of English language reading approaches into Spanish. The teaching of Spanish reading is dominated by English reading methodologies. I am currently studying this pervasive, largely unexamined practice by examining literacy instruction and assessment in bilingual programs. Results of this research have been published as book chapters in听The Power of Two Languages(1999), and听The Handbook for Literacy Assessment for Bilingual Learners听(2001), and as two articles in refereed journals on the need to include Latino children鈥檚 literature in elementary bilingual literacy programs (Equity and Excellence in Education, 2003;听Bilingual Research Journal, 2003).

Study of Sociolinguistic and Sociocultural Environments of Bilingual/ESL Schools

My research in this area has addressed sociolinguistic questions such as language use, distribution, and status in schools and classrooms where there are Spanish/English bilingual education programs. My published work in this area appears in听Educational Policy听(1999),听Educational Considerations听(1999),听The Urban Review听(1995),听The Bilingual Research Journal听(1994),听The Journal of Educational Issues of Language Minority Students听(1992), and听Children of La Frontera: Binational Programs for Mexican Migrant and Immigrant Students听(1996). Additional work in this area included an analysis of Colorado鈥檚 Amendment 31, which would have outlawed bilingual education in public schools.听 This research was published in the听Bilingual Research Journal听in 2003.

In 1997 I began a five-year project, with Dr. Leonard Baca, funded by the U.S. Office of Education and Research Improvement (OERI) through the Center for Research, Diversity and Excellence in Education Center (CREDE) at the University of California, Santa Cruz. The study examined teacher preparation programs at six institutions of higher education to document how these universities are preparing teachers to be effective in teaching linguistically and culturally diverse students.

Study of the Acquisition of Literacy in Spanish

My research in this area focuses on the study of early literacy development for Spanish speaking children, in their native language, including an analysis of an early intervention reading program designed to help first grade students who are struggling readers. The Descubriendo La Lectura program is a conceptual reconstruction of the English reading program Reading Recovery. I began this study in 1988. Over the past eleven years, it has grown from one project in one state to involve eight states and 167 school districts. These projects are a collaboration with a national network of scholars and practitioners who are part of the Reading Recovery Council of North America.

This work has resulted in the publication of one book, five articles in refereed journals and two book chapters. The book,听Instrumento de Observaci贸n de los Logros de la Lecto-escritura Inicial听(1996) is now in its third printing. The articles appeared in,听Education and Urban Society听(1992),听NABE Conference Proceedings听(1992),听Literacy, Teaching, and Learning听(1994, 1994, 1998). The book chapters appeared in听Research on Reading Recovery听(1997), and听Early Intervention and Early Literacy听(1998).

The Impact of High Stakes Testing on Limited English Proficient Students

I have just finished a three year project with Drs. Leonard Baca, Janette Klingner and John Hoover that examines the impact that high stakes testing (Colorado Student Assessment Program, CSAP) has on limited English proficient students in Colorado. This project, funded by the U.S. Department of Education, Office of English Language Acquisition will look at outcomes related to the CSAP and limited English proficient (LEP) students and will also explore opportunities to learn for these LEP students. The technical report for this project will be complete in January 2005.听 Four monographs have been written and published from this work (by the Colorado Association for Bilingual Education, 2000, 2001, 2002, and 2003), and one refereed journal article has been published on this research (Bilingual Research Journal, 2003).

Presentations

Escamilla, K. (2009, April).听The Misunderestimation of Manuel: Issues in Reductionist Paradigms and Parallel Monolingual Frameworks in the Quest to Improve Policy and Practice for Bilingual Learners. Paper presented at the American Educational Research Association Annual Meeting, San Diego, CA.

Escamilla, K., & Hopewell, S. (2007, April).听The Role of Code-Switching in the Written Expression of Early Elementary听Simultaneous Bilinguals.听Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.

Escamilla, K., Hopewell, S., & Ruiz, O. (2007, April).听Transitions to Biliteracy: Beyond Spanish and English.听Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.

Geisler, D., Escamilla, K., & Ruiz, O. (2007, April).听Transitions to Biliteracy: Focus on Writing of Spanish/English Emerging Bilinguals.听Paper presented at the American Educational Research Association Annual Meeting, Chicago, IL.

My teaching interests are in the areas of second language acquisition theory, methods and materials in bilingual/multicultural education, and education and sociolinguistics. I am deeply committed to helping students apply educational theory to practice.

Courses frequently taught:

EDUC 5615: Second Language Acquisition

This course examines the intricate web of variables that interact in the second language learning process. These variables include linguistic, cognitive, social, cultural, and political factors. Learning a second language occurs as both an individual and collective experience. It does happen 鈥渋n the head鈥� of an individual, but it is also a social phenomenon. As such, second language learning involves complex interactions between the individual and the contexts in which he or she interacts. The emphasis in the course is on examining each of these factors in turn and then attempting to understand how they work together to foster or inhibit successful second language acquisition.

EDUC 5635: Education and Sociolinguistics

This course introduces students to the discipline of sociolinguistics, the study of language variation and use, and its application within education settings. It is not designed as an advanced sociology or linguistics course. Areas of study include language variation, speech communities, the ethnography of communication, speech and social identities, and sociolinguistic research related to teaching and learning

EDUC 8004: Doctoral Seminar in Educational Equity and Cultural Diversity

This course examines critical issues in the development and implementation of bilingual education and English as a second language programs with a focus on the implementation of these programs in various sociopolitical contexts of the United States. Course topics include theoretical perspectives, political issues, policy and practice issues, and cultural and linguistic issues. The course aims to develop skills in scholarship, particularly collaborative reflection, discussion, and fieldwork investigation of culturally and linguistically diverse schools and communities. Specifically, the course provides first-hand opportunities to engage in or to create research projects related to bilingual education or ESL.

Selected Professional Service

• Editorial board of the Bilingual Research Journal
• Editorial board of the Literacy, Teaching, and Learning Journal
• Committee on Research and Information, American Association of Colleges of Teacher Education听(AACTE)
• Committee on Spencer Pre-dissertation Fellows Program, American Education Research Association (AERA)

Selected University Service

• Faculty Associate, Latino/a Research Center (a system-wide center designed to study issues related to the Latino community in Colorado)
• 麻豆影院 Campus Committee on Diversity

School of Education

• Dean's Advisory Council on Diversity

State and Local Outreach

• Colorado Department of Education steering committee on educational issues relating to limited English proficient students.
• Member of Associated Directors of Bilingual Education (ADOBE)

(For complete list of publications, please see the faculty member's curriculum vitae.)

Articles

Sparrow, W., Butvilofsky, S., Escamilla, K., Hopewell, S. & Tolento, T. (2014).听听Bilingual Research Journal,听37(1), 24-42.

Hopewell, S. & Escamilla, K. (2014).听Biliteracy development in immersion contexts.听Journal of Immersion and Content Based Language Education, 2(2), 181-195.

Hopewell, S. & Escamilla, K. (2013).听听 Journal of Literacy Research.听 DOI:听 10:11771/1086296X13504869.

Escamilla, K., Chavez, L., & Vigil, P. (2005).听Rethinking the "gap": High-stakes testing and Spanish-speaking students in Colorado.听Journal of Teacher Education, 56(2), 1-13.

Escamilla, K., Shannon, S., Carlos, S., & Garc铆a, J. (2003).听听Bilingual Research Journal, 27(3), 357-382.

Nathenson-Mejia, S., & Escamilla, K. (2003).听听Bilingual Research Journal, 27(1), 101-116.

Escamilla, K., Chavez, L., Mahon, E., & Riley-Bernal, H. (2003).听听Bilingual Research Journal, 27(1), 25-49.

Escamilla, K., & Nathenson-Mejia, S. (2003).听Preparing culturally responsive teachers: Using Latino children's literature in teacher education.听Equity and Excellence in Education, 36(3), 238-248.

Escamilla, K., Loera, M., Rodriguez, Y., & Ruiz, O. (1998).听An examination of sustaining effects in Descubriendo La Llectura programs.听Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 3(2), 59-81.

Book Chapters

Escamilla, K. (2015).听 Schooling begins before adolescence:听The case of Manuel and limited opportunities to learn. In D. Molle, E. Sato, T. Boals, & C. Hedgspeth (Eds.).听Multilingual Learners and Academic Literacies:听 Social Contexts of Literacy Development in Adolescents. New York:听Routledge.

Escamilla, K. (2006).听Monolingual assessment and emerging bilinguals: A case study in the US.听In O. Garcia, T. Skutnabb-Kangas, & M. Torres-Guzman (Eds.),听Imagining Multilingual Schools听(pp. 184-199). Clevedon, England: Multilingual Matters Ltd. Multilingual Matters website:听.

Escamilla, K., & Coady, M. (2001).听Assessing the writing of Spanish speaking students: Issues and suggestions. In J. Tinajero & S. Hurley (Eds.),听Handbook for literacy assessment for bilingual learners听(pp. 43-63). Boston: Allyn & Bacon.

Escamilla, K. (2000).听听In听Research in literacy for limited English proficient students听(pp. 100-128). Washington, DC: National Clearinghouse for Bilingual Education.

Escamilla, K. (1999).听Teaching literacy in Spanish. In R. De Veillar & J. Tinajero (Eds.),听The power of two languages 2000.听New York:听 Macmillan/McGraw-Hill, 126-141.