Teaching Emergent Bilingual Students

C. Patrick Proctor, EdD, is Associate Professor in the Lynch School of Education at Boston College. Previously he was a third- and fourth-grade bilingual teacher and worked in district, state, and nonprofit settings on issues pertaining to bilingualism and literacy. Dr. Proctor's research is broadly focused on emergent bilingual learners from Spanish-speaking homes in K-8 settings. Within that context, his work targets language use and development, cross-linguistic relations, instructional interventions, and teacher practice. He has published many articles and book chapters, has developed language-based and reading curricula, and has worked in close collaboration with Boston-area schools facilitating the translation of research to practice. Alison Boardman, PhD, is Assistant Research Professor in the School of Education at the University of Colorado Boulder. A former elementary and middle school special education teacher, Dr. Boardman works closely with teachers and school leaders to study and innovate reading instruction across content areas in classrooms that include emergent bilingual students and students with disabilities. She recently led a project to build school- and district-level capacity to sustain best practices for literacy instruction in language arts, social studies, and science classrooms, and is currently involved in developing project-based learning curriculum and multimodal composition opportunities for diverse learners in ninth-grade language arts classrooms. She has published numerous articles and books on reading comprehension. Elfrieda H. Hiebert, PhD, is CEO and President of TextProject, Inc. She has worked in the field of early reading acquisition for more than 40 years as a classroom teacher, teacher educator, and researcher. Her research, which addresses how fluency, vocabulary, and knowledge can be fostered through appropriate texts, has been published in numerous scholarly journals and books. Dr. Hiebert's contributions to research and practice have been recognized with such honors as the Research to Practice Award from the American Educational Research Association and the Oscar S. Causey Award from the Literacy Research Association.