Department of Curriculum and Instruction
The Bilingual/Bicultural Education (BBE) program provides expertise for students to become leaders in a field of growing importance. BBE students develop a critical perspective that allows them to advocate for bilingual educators, administrators, children, and families both in and outside the K-12 education system.
Working alongside faculty, BBE graduate students develop a knowledge base in research and practice in the areas of: language policy and bilinguals’ educational program development; second language acquisition; biliteracy; effective bilingual and ESL instructional practices; bilingual and ESL teacher preparation; and theories of immigration.
In addition, our thriving undergraduate Bilingual Teacher Certification program offers students extensive opportunities to experience research and theory in practice in the classroom.
Studies long-term relationships with Latinx bilingual students and teachers using arts-based biliteracy approaches to affirm and amplify silenced perspectives, build connections, and develop bilingualism and biculturalism.
Develops and evaluates interventions and assessments using technology to support the academic success of Latinx students and other students whose home language is not English.
Focuses on language and cultural influences on teaching and learning mathematics, particularly equity issues involving Latinx students mathematical thinking, the simultaneous learning of English as a second language and math and preparing teachers ...
Examines the effects of state and federal policies on college access and completion outcomes for low-income and underrepresented populations including immigrant and English Learner students.
Examines ethnographic language and literacy practices in K-12 classrooms, specifically focusing on how Latinx critical race theory explains the relationship between heritage language and culture and the evolving identities of future teachers.
Interests also include critical race theory specifically Latinx critical race theory and multigenerational subtractive schooling experienced by a marginalized majority.
Examines the contributions of strengths-based approaches in literacy instruction with Spanish-speaking bilingual teacher candidates and in-service teachers in the U.S. and in Latin America.
Prepares students to become educators in bilingual and ESL education and mentors novice bilingual educators.