2002: Eunjin Park
Eunjin Park, a doctoral candidate in bilingual education at New York University, spent her period of residence at CAL pursuing her research interest in the process by which very young Korean American children are enculturated with Korean ideas of respect.
Since leaving CAL, Park has presented papers on her dissertation topic at a number of conferences, including the March 2003 meeting of the American Association of Applied Linguistics in Arlington. She also has several papers slated for presentation during the current academic year.
2001: Viphavee Vongpumivitch
At the time of her Tucker Fellowship, Viphavee Vongpumivitch was a Ph.D. student in language assessment research at UCLA. During her summer residency at CAL, she worked in CAL’s Language Testing Division on the development of Web-delivered reading tests in Arabic and Russian. Vongpumivitch completed her Ph.D. in June 2004. Her presentation of her work at the 2004 Language Testing Research Colloquium earned the Robert Lado Best Student Paper award. In July 2004, she began a tenure-track assistant professorship at the TESL Centre in the Department of Education at Concordia University in Montreal, Quebec.
2000: Astrid Alkistis Fleischer
Alkisti Fleischer was a Ph.D. candidate in sociolinguistics at Georgetown University at the time of her Tucker Fellowship. A native speaker of Greek and German, she also has a command of English and French. With such a background, it was only natural that she was led to research in heritage languages and public policy. At CAL, she undertook a reading program that enabled her to prepare her dissertation proposal on the politics of language and identity in Quebec. In 2001 she was awarded a graduate student dissertation scholarship by the International Council of Canadian Studies, enabling her to conduct research at the University of Montreal.
1999: Samina Hadi-Tabassum
A candidate for the Ph.D. in the Department of Curriculum and Teaching at Teachers College, Columbia University, Samina Hadi-Tabassum conducted extensive independent study to develop the background in semiotics and sociolinguistics she needed to carry out her research. Using the methodological tool of critical discourse analysis, Hadi-Tabassum focused on two-way immersion bilingual programs. She investigated the relationship between language and power in two-way immersion classrooms and how that relationship affects children from minority and majority language backgrounds. CAL’s rich archive of research on two-way immersion programs, along with the experience of CAL staff, provided an invaluable resource for Hadi-Tabassum’s investigations. She is now an assistant professor of education at Dominican University in River Forest, Illinois.
Tucker Fellows > 1998 - 1996