University of Colorado at Boulder: PhD, Multilingual Education 1980
Dissertation: El Instituto Xallapan, A Follow-Up Study of Faculty Immersion in Mexican Culture and Spanish Language Acquisition
University of Colorado at Boulder: MA, Spanish Literature and Linguistics 1974
Shippensburg University Shippensburg, Pennsylvania: BS, Spanish and History 1965
Areas of Expertise (6)
Industry Expertise (2)
Nominee Outstanding Professor of the Year California State University, San Marcos (professional)
Jessie S. Heiges Distinguished Alumnus Award Shippensburg University (professional)
North Orange County Business and Professional Women's Organization Woman of Achievement (professional)
Dollars and Sense Magazine Outstanding Business and Professional Achievement Award, (professional)
- National Association for Multicultural Education
- National Association for Bilingual Education
- California Association for Bilingual Education
- Phi Delta Kappa
- Association of Teacher Educators member Commission on The Recruitment of Diverse Persons into Teacher Education
EDES 414 Theories and Policies of Second Language
Course content includes theoretical perspectives in first and second language learning, language teaching methodologies, assessment, identification, and program placement for Limited English Proficient students. The course provides an introduction to instructional strategies including English Language Development (ELD), Specially Designed Academic Instruction in English (SDAIE), and cooperative learning. Historical, political, legal, and social factors related to second language acquisition are addressed, including the history of bilingual education; federal, state, and local legislation; bilingual education models; and the role of parents and paraprofessionals in English language development. Fieldwork in a setting with English language learners is a required component of this class.
EDES 5003 Theories and Policies of Second Language Acquisition
Historical, political, and social factors related to second language acquisition are addressed. Course content also includes theoretical perspectives in second languages learning. Assessment, identification, and program placement for Limited English Proficient students are emphasized. This course provides an overview of education policies and laws related to English language learners.
Institutions of higher education in the western part of the United States have begun to respond to the challenges faced by teachers working with students from diverse cultural and ethnolinguistic backgrounds. To establish the extent to which institutions offer inservice courses related to multilingual settings, the METRO Center at the Southwest Regional Laboratory launched a project to collect and distribute information to teachers and other school personnel about the typical courses and inservice staff development activities currently offered by colleges, universities, and county offices of education in California, Arizona, and Nevada. A guide was developed that provides information to teachers about courses designed to increase their knowledge and ability to deliver instruction to students with limited English proficiency (LEP). In developing the guide, teacher needs as well as effective strategies for teaching LEP students were identified, the types of courses and training currently offered to teachers were described, and course features were summarized for two areas, Los Angeles County (California) and Arizona. Course and training features were then compared with previously identified teacher needs. The major unmet needs of teachers are skills in integrating academic content knowledge with English language development, developing literacy skills, and in assessing student language proficiency in students' native language and English, as well as knowledge of subject matter and first and second language acquisition. Implications for administrators of teacher training institutions and providers of inservice programs are discussed.
In recent years, educators have recognized the importance of effective parent and community partnerships for improving school participation of at-risk students. A survey of six southwestern states showed that parent and educator attitudes toward parent involvement were positive, but that little teacher training in this area was occurring and that educators often frustrated enthusiastic parents by relegating them to traditional roles such as school supporter or audience. A series of Wisconsin studies confirmed that: (1) the family provides the primary educational environment; (2) parent involvement improves student achievement; (3) parent involvement is most effective when it is comprehensive, long-lasting, and well planned; (4) parent involvement is beneficial in high school, as well as in the lower grades; (5) low-income and minority students have the most to gain, but parents do not have to be well educated to be involved; and (6) the interconnections among home, school, and community are important. School programs aimed at increasing parent involvement require site-specific development and leadership and should be sensitive to student development stages, the changing nature of American families, and the particular needs of the local population. Parents can serve as valuable resources in the education of their children as teachers, as partners in educational decisionmaking, and as community representatives. Strategies for implementing parent-school partnerships could involve parent education, giving parents follow-up assistance, allowing parents to take the initiative, or allowing parents to make recommendations.