Dr. Sarah C. K. Moore is Program Director of PreK12 English Learner Education at the Center for Applied Linguistics (CAL), where she oversees projects addressing the educational needs of emergent bilingual students. Dr. Moore has led both pre- and in-service teacher preparation in a range of settings and across grade levels. Her work at CAL primarily focuses on mainstream educator professional development regarding sheltered instructional methods for ensuring students’ development of both language and literacy, as well as content learning.
Dr. Moore’s research has addressed issues in educational equity, particularly pertaining to instructional program models, education policy interpretation, and language politics and policy. Dr. Moore’s PhD in Education Policy with emphasis on Language Policy is from Arizona State University.
Her recent publications and edited volumes include Language policy processes and consequences: Arizona case studies (editor, Multilingual Matters, 2014) and Handbook of heritage, community, and Native American Languages: Research, policy, and practice (co-editor, Routledge, 2014). She is book review co-editor for the journal, Language Policy (Springer) and 2017/2018 Language Politics and Policy Strand Coordinator for the American Association of Applied Linguistics Annual Conference.
The project will customize an online platform (Oba) to enhance traditional approaches to professional development (PD) through teacher networks.
Accelerating the Common Core Promoting Educator Networks: Standards-Based Instruction for Secondary English Learners (PEN)
CAL is partnering with the Institute for Global and Online Education in the College of Education, University of Oregon, on this two-year project to provide support for secondary teachers working to implement the Common Core with English learners.
The Center for Applied Linguistics manages the Language Policy Research Network (LPReN), an international organization of researchers, scholars, and stakeholders in the field of language policy.
This book traces the recent socio-historical trajectory of educational language policy in Arizona, and includes chapters by scholars and practitioners who have been directly involved in documenting, and contesting, Arizona's restrictive English-only policies.
Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice
This timely and comprehensive publication provides a state-of-the-art overview of major issues related to heritage, community, and Native American languages in the United States, providing a foundational perspective on how these languages are learned and used in a variety of contexts and outlining the importance of drawing on these languages as valuable national resources.
Three videos, available on one DVD with a companion viewers guide, illustrate three SIOP lessons at different grade levels: second grade, eighth grade, and high school/GED. Designed to deepen understanding of SIOP Model implementation at the classroom level and to support professional development initiatives, these videos are also used in CAL SIOP professional development workshops and online learning.