Center for Applied Linguistics

Celebrating Latino Experience, History, People, and Culture
2021-10-13 14:30 - 16:00 UTC
Click here to register for this event.
The U.S. Department of Education’s Office of English Language Acquisition (OELA) is partnering with the White House Initiative on Advancing Education Equity, Excellence, and Economic Opportunity for Hispanics. OELA is hosting a panel discussion: Hispanic Heritage Month Authors Series: Celebrating Latino Experience, History, People, and Cultures with featured authors whose work features heroes and heroines that highlight the diversity within Latino communities and the importance of representation in literature.
Join OELA and accomplished authors on October 13, 2021, at 2:30 pm ET (90 min) for a panel discussion on the importance of Hispanic representation in literature. The event will feature the authors’ works and encourage the audience to explore and engage with these stories. The panel discussion will be followed by a Q&A session with the audience.
A certificate of completion will be available to registered attendees who participate in at least 90% of the webinar time.
Moderator:
• Guadalupe Garcia-McCall
Panelists:
• David Bowles
• Lulu Delacre

CAL SIOP Training of Trainers Institute: Foundations
2021-10-06 - 2021-10-27
This comprehensive and interactive institute is designed to help participants develop and deliver SIOP Model professional development as facilitators in your school or district.
The Foundations institute is designed for those with a basic working knowledge of the SIOP Model through some past SIOP Model workshop attendance, self-study, or classroom implementation. Participants will review the SIOP Model and acquire knowledge and skills to help PreK-12 teachers better integrate content and language instruction for English learners.
This is the right strand for those who:

Have some experience with the SIOP Model, but would like a review of the eight components
May have attended a SIOP workshop in the past, but would like to prepare to teach others about the SIOP Model
Are interested in beginning to develop the skills of a SIOP facilitator

Please note: this institute is not intended for those who are learning SIOP for the first time. Contact CAL about SIOP introductory workshops that we can bring to your school or district.
About CAL SIOP Institutes
SIOP Training of Trainers (TOT) institutes are designed for district professional developers, district and school-based coaches, administrators, and teacher leaders who have some experience with the SIOP Model and who support teacher instruction. Participants need to be familiar with the SIOP Model.
Modeled after SIOP workshops, SIOP TOT institutes include a variety of activities, such as demonstration and explanation, analysis of video teaching sequences, and small group tasks.
Choosing the SIOP Training that Works for You
To meet the needs of all participants, there are two different strands of the SIOP TOT institute. This web page focuses on Foundations for those who are looking to facilitate the SIOP Model as a professional development workshop. Click here to learn more and read the description for the SIOP TOT Advanced Coaching Strategies Institute, which is for those who will be helping teachers to implement the SIOP Model in their classrooms as coaches. If you need help determining which strand is best for you, please contact us.
CERTIFICATE OF COMPLETION
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.
Registration
Please click here for registration.

WEBINAR: Asset-Based Approaches for Educating Multilingual Learners
2021-09-24 12:30 - 14:00
Multilingual learners are arguably this nation’s biggest asset. And school districts across the U.S. have had success creating communities that begin with students’ existing linguistic and content knowledge, using it as a resource in authentic learning tasks that promote cultural flexibility and prepare students for effective participation in global contexts.
But there still exists a disconnect between our discourse and our reality. Our current policy landscape labels students as what they do not possess (i.e. English language learners). Meanwhile, the demand for multilingual employees and services continues to outpace our supply.
How can we replicate an asset-based culture for multilinguals across this country that is both equitable and progressive?
Join Dr. Eugene García, Dr. Ester de Jong, Gabriela Uro, and Dr. Joel Gómez from the Center for Applied Linguistics as they discuss this question and consider asset-based approaches for educating multilingual learners.

Register Here

Early Childhood Education and Digital Equity
2021-09-21 16:00 - 16:30
Prior to the pandemic, the public discourse on early childhood learning and digital media was primarily centered on “screen-time.” When the pandemic struck and devices became the sole connection to the education system, these types of health recommendations took a back seat to a new reality: mandatory remote learning.
As with any shift in policy –even abrupt ones–, remote learning came with its own advantages and disadvantages for young multilingual learners.
Join the Dr. Kathy Escamilla and Annie Duguay of the Center for Applied Linguistics as we examine this topic through the lens of digital equity.
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Each episode of our 30-minute webinar series, “Research to Policy: Critical Conversations in Language Education,” examines education for multilingual learners and culturally diverse populations through the lens of digital equity. Topics range from student assessment, teacher education, students with disabilities, early childhood education, and more.
Registration
Please click here to register for this webinar.

La Red Bilingüe: A Conversation about the Benefits of Bilingualism (feat. CEO, Dr. Joel Gómez and Secretary of the Mexican Embassy, Marta Peña)
2021-08-26 19:00 - 20:00
Visit the Website
Come celebrate “binational education week” with the Center for Applied Linguistics! In this live webinar, CAL President and CEO, Dr. Joel Gómez will speak with the Secretary of the Mexican Embassy, Marta Peña, about the benefits of bilingual in the United States, especially those with a Mexican heritage.
During the event, Dr. Gómez will also highlight the international partnership between Mexican Ambassador to the U.S., Martha Bárcena, and CAL, which has provided U.S. teachers with free access to hundreds of multimedia Spanish resources online, including complete textbooks, lesson plans, videoclips, maps and more. These video lessons, books, movies and TV shows are age-appropriate for both the K-12 settings and can be adapted to adult learning as well.
The event will be streamed on the Mexican Consulate of Washington’s Facebook page (@ConsulMexWas): (https://www.facebook.com/ConsulMexWas/live_videos/)

Digital Equity for Students with Disabilities
2021-08-10 16:00 - 16:30
On August 10 from 4:00 – 4:30 PM ET, join the Center for Applied Linguistics (CAL) for this 30-minute Research to Policy webinar in which are panelists will discuss how IEPs and 504 plans can be updated to reflect digital learning and new accommodations needed in digital learning environments. Our speakers will discuss how schools, families, and communities are engaging students with disabilities in effective digital learning experiences. They will also discuss policy recommendations to address these issues.
Registration
Please click here to register.
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Limited to first 500 registrants. This webinar will be recorded and broadcast on CAL Facebook Live: www.facebook.com/CALLinguistics/live

Educating America’s Emerging Multilingual Learners: Congressional Briefing
2021-07-14 12:00 - 13:00
This event has passed.

View the recording of this webinar here (~60 minutes)
Slides and handouts are here.

On July 14, 2021, the Center for Applied Linguistics organized a distinguished group of national experts in multilingual education to present to Congressional members and staffer on the importance of Educating America’s Emerging Multilingual Learners.
Event Description:
For too long, the needs of the nation’s 5 million emerging multilingual learners (also labeled “English Learners”) have been overlooked, resulting in disproportionately inadequate funding and insufficient academic progress. Multilingualism is an asset – to the nation and to the individual learner – and we should recognize emerging multilingual learners for the strengths they bring to all learning environments.
Title III of the Elementary and Secondary Education Act of 1965 (ESEA) was established to ensure that federal funds support the education of English learners (ELs). Between 2001 and 2017, the EL population grew by 28.1%. However, when adjusting for inflation, Title III funding has actually decreased by 12.3% since 2010.
Finally, the benefits of multilingualism and biliteracy have been amply documented by the research community. Students who achieve biliteracy by the time they leave high school have higher graduation rates, higher GPAs, higher matriculation rates, have higher college completion rates, and earn more over the course of their careers than their monolingual peers.
Moreover, the United States depends on its multilingual citizenry to meet crucial operational requirements in national security, to staff American businesses working globally, and to provide language access to more than 65 million Americans who speak a language other than English at home. Ensuring the education of our emerging multilingual learners is a vital national interest.
Panelists:
Peggy McLeod Ed.D, moderator
Peggy is the Deputy Vice President for Education and Workforce Development at UnidosUS (formerly known as the National Council of La Raza), where she oversees all education and workforce development programs, including charter school networks. Read more.
Dr. Keira Ballantyne
Dr Keira Ballantyne is the Vice President for Programs at the Center for Applied Linguistics. Keira has more than fifteen years’ experience as an applied linguist at the intersection of language and culture in the United States. Her work has focused on practical applications of research in instruction, professional development, and assessment. Read more.
Dr. Eugene Garcia
Dr. Gene García is a Professor Emeritus at Arizona State University (ASU). He served as the director of bilingual education and minority languages affairs in the U.S. Department of Education from 1993 to 1995. Dr. García has published extensively in the area of language teaching and bilingual development authoring and/or co-authoring over 200 articles and book chapters along with 14 books. Read more.
Gabriela Uro
Gabriela Uro is the Director for English Language Learner Policy and Research for the Council of the Great City Schools, where she is responsible for all matters pertaining to English Language Learners (ELLs). Read more.
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Contact: Trey Calvin, Communications Director, (tcalvin@cal.org)

ATDLE 2021 National 2-Way Bilingual Immersion Conference
2021-06-28 - 2021-06-30
Visit the Website
CAL Presentations

Developing Awareness of Similarities and Differences Between Spanish and English Using Authentic Text Igone Arteagoitia, PhD
TBD

Webinar: Classroom Assessment in Multiple Languages: A Handbook for Teachers
2021-06-01 - 2021-07-01
This event has passed. To watch a recording of the webinar, click here
What if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? To answer this question, the Center for Applied Linguistics speaks to Dr. Margo Gottlieb to imagine the rich linguistic, academic, and cultural reservoirs teachers can tap into as we discovery what our multilingual learners know and can do.
Dr. Gottlieb’s new handbook for teachers provides concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. Learn more from Corwin: https://us.corwin.com/en-us/nam/classroom-assessment-in-multiple-languages/book269863

National Association for Bilingual Education (NABE)
2021-04-27 - 2021-04-29
NABE 50th Annual International Conference: Honoring the Past, Treasuring the Present and Shaping the Future
As a result of the COVID-19 pandemic, and in deep concern for the health and safety of our attendees, the NABE leadership has made the unprecedented decision to modify the format of the NABE 50th Annual International Conference scheduled for April 27-29, 2021 in Houston, Texas. The conference will now be structured as a two-day hybrid conference with a Pre-Conference on April 27 and the Conference on April 28-29.

This conference includes several CAL associated speakers and presenters including President & CEO Joel Gómez and Board Members Kathy Escamilla and Eugene Garcia.
A list of presentations is included below.

CAL Presentations

Developing Awareness of Similarities and Differences Between Spanish and English Igone Arteagoitia, PhD
Equity in Representing Literacy Growth in Dual Language Education for Emergent Bilingual Students Igone Arteagoitia, PhD

Webinar: Teacher Education in the Post-COVID Era of Digital Learning
2021-04-20 16:00 - 16:30
Register free here
https://zoom.us/webinar/register/WN_SUHoPauiRJqCZpcYzLZdbA

As many schools migrate to the cloud, some are considering a world where online learning is the new norm. Without thoughtful planning and action from policymakers, many will be left behind.
So, just what is “digital equity”? And what does it look like in action?
In this online brief, our distinguished panel will trace the origins of digital equity in the US and contextualize its current policy status within our education system. We will also discuss potential solutions for policymakers and for educators as we strive to bridge the digital divide for all students.
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Limited to first 500 registrants. This webinar will be recorded and broadcast on CAL Facebook Live: www.facebook.com/CALLinguistics/live

Castro/Artiles Book Launch Event! Language, Learning, and Disability in the Education of Young Bilingual Children
2021-04-07 17:00 - 18:00
Join us April 7th at the crossroads of early childhood education, bilingual education, and special education!
Together, authors Dr. Dina Castro and Dr. Alfredo Artiles will discuss their new book, “Language, Learning, and Disability in the Education of Young Bilingual Children” available now from Multilingual Matters.
Learn more and PRE-ORDER your copy today:
https://www.multilingual-matters.com/page/detail/Language-Learning-and-Disability-in-the-Education-of-Young-Bilingual-Children/?k=9781800411838
Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.

Webinar: Assessment of English Learners in the New Digital Landscape
2021-03-30 16:00 - 16:30
Register free here
https://zoom.us/webinar/register/WN_jxpTMl-pQ42_L_2Tef6cPg

As many schools migrate to the cloud, some are considering a world where online learning is the new norm. Without thoughtful planning and action from policymakers, many will be left behind.
So, just what is “digital equity”? And what does it look like in action?
In this online brief, our distinguished panel will trace the origins of digital equity in the US and contextualize its current policy status within our education system. We will also discuss potential solutions for policymakers and for educators as we strive to bridge the digital divide for all students.
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Limited to first 500 registrants. This webinar will be recorded and broadcast on CAL Facebook Live: www.facebook.com/CALLinguistics/live

The 2021 Charles A. Ferguson Award Presentation
2021-03-25 18:30 - 19:30
Dr. Baquedano-López examines the intersection of language, race, and education particularly as them relate to Indigenous Latinx students, critical research methods, discourse analysis, and parent engagement in schools. Her current project is funded by a grant from UC MEXUS-CONACYT (with Adriana Cruz-Manjarrez, University of Colima) and centers on transnational displacements, processes of return migration, and education in the Maya diaspora Yucatan-California. The project brings together collaborators from the Mexican Migration Project and Instituto Nacional de Antropología e Historia (INAH) in Mexico. This project builds on Professor Baquedano-López’s three-year ethnographic study funded by the Spencer Foundation examining the educational experiences of Indigenous Maya students and families in California schools. Prof. Baquedano-López is a co-founding editor of the new journal Language, Culture, and Society.
Dr. Baquedano-López holds a B.A. summa cum laude from Inter American University of Puerto Rico, a MTESL from Arizona State University, and a Ph.D., in Applied Linguistics from UCLA. She currently teaches in the Graduate School of Education at UC Berkeley.

TESOL 2021 International Convention & English Language Expo
2021-03-24 - 2021-03-27
The Center for Applied Linguistics is proud to be an OFFICIAL SPONSOR of TESOL 2021
Come visit our Virtual Exhibitor Booth in the Main Hall for more information on our Prizes & Raffles and Free Resources! Come chat w/ the experts and learn more about CAL’s unique Institutes + Online PD Experience.
And
Come to our pre-conference workshops & presentations!
A list of CAL staff presenting at TESOL 2021 is below.

CAL Presentations

Creating Safe Spaces for Diverse Populations: Being Culturally Humble
Empowering English Learners with Digital Learning Resources Katherine Moran, PhD, Maria Cieslak , Marybelle Marrero-Colón
Formative Speaking Assessment in Adult English Language Classrooms , Remi Oyelabi
Pre-Conference Institute: RTI/MTSS Implementation: Identifying and Supporting EL Academic Achievement Marybelle Marrero-Colón
Principles for Effective and Rigorous Classroom Assessment in Adult ESL Wen (Elyssa) Sun,
Principles for Effective and Rigorous Classroom Assessment in Adult ESL
Questions about language assessment? Resources and strategies for language teachers Megan Montee, PhD

California Association for Bilingual Education (CABE) Annual Conference
2021-03-23 - 2021-03-27
CAL Presentations

Developing Metalinguistic Awareness with Emergent Bilingual Students Igone Arteagoitia, PhD

COABE National Conference 2021
2021-03-21 - 2021-03-24
CAL Presentations

Creating Safe Spaces for Diverse Populations: Being Culturally Humble
Understanding and Applying Federal Plain Language Guidelines , Katherine Moran, PhD
What is Plain Language? A sneak peek at creating accessible discourse. , Katherine Moran, PhD

AAAL 2021 Virtual Conference
2021-03-20 - 2021-03-23
CAL Presentations

Assessing heritage language learners: A survey of teachers’ knowledge, practices, and needs Megan Montee, PhD, Jamie Morgan
BEST Plus 3.0: New item types to reflect greater academic rigor in adult education , Wen (Elyssa) Sun
English learner education: state frameworks, services, and resources Jamie Morgan, Leslie Fink, Mathilda Reckford
State world language standards: Frameworks, revisions, and implications Francesca Di Silvio, Mina Niu, Jamie Morgan

GURT Institute
2021-03-04 - 2021-03-05
https://gurt.georgetown.edu
Since the COVID-19 outbreak, foreign and second language researchers, administrators, teachers, learners and parents have all been grappling with the shift from face-to-face to online language instruction. While the fields of applied linguistics and education can offer some insights from prior research, multiple perspectives are needed to shed light on the challenges and affordances of the myriad and complex ways in which computer-mediated instruction impacts learning. GURT 2021 will bring together plenary speakers and invited panels from a broad range of perspectives to examine these issues as they apply to the current COVID-era and beyond.
Event website: https://www.eventbrite.com/e/gurt-2021-virtual-march-4-5-2021-tickets-135885183241

Developing Academic Literacy and Language in the Content Areas
2021-03-03 - 2022-03-20
Design practical, hands-on activities for English learners to be successful within rigorous content instruction while exploring the academic language and literacy practices of the 21st century classroom.

Academic language is so much more than vocabulary. Please join us for this engaging two-day institute designed to increase understanding and provide practical resources regarding the instruction of academic language and literacy.
The institute will focus on the language acquisition of English learners at three levels: discourse, sentence, and word or phrase level. The focus will be on bridging from students’ home language(s), dialects and more conversational language to the classroom or text language that allows them to meet content and language acquisition standards in the classroom.
Based on a 21st century approach to literacy, participants will explore the academic language and literacy practices –– such as listening for the speaker’s point of view or justifying the answer to a math problem –– that students need to be successful within rigorous content instruction. Educators will also learn how to scaffold participation in these discipline-specific practices, such as creating a model of the planetary system or contrasting two different cultural versions of a story.
After defining academic language and literacy, participants will learn more about each level of language and how each level is measured in English language proficiency assessments, such as the WIDA ACCESS test. Participants will analyze classroom videos and texts at each of the levels of language. Facilitators will also draw upon CAL’s federally funded research on vocabulary acquisition and demonstrate methods for identifying and teaching high frequency, high-utility academic vocabulary.
Throughout the two days, activities that teachers can implement in the classroom will be modeled. Strategies are applicable to bilingual learners as well as students at intermediate and advanced proficiencies in English, including long term English learners.
The institute is designed for classroom teachers working with language learners in grades PreK-12. ESL, reading and other school specialists who work with classroom teachers, school administrators, and other educators will also benefit from this valuable professional development opportunity. Collaborative teaching teams are especially encouraged to attend.
Questions? Email CAL with any questions you may have about our offerings.
CERTIFICATE OF COMPLETION
Participants will receive a CAL Certificate of Completion which may be used for continuing education credit.
Registration
Please click here to register for this institute.

Webinar: Digital Equity in Education: Whence and Where to?
2021-02-23 16:00 - 16:30

Language Advocacy Day 2021 | JNCL-NCLIS
2021-02-03 - 2021-02-05
On February 4-5, several CAL staff will be participating in the annual Language Advocacy Day, a Congressional visit attended by 200+ language professionals across the US. Lisa Tabaku and Beatriz Arias will be presenting on the Guiding Principles, 3rd Edition during a sponsored session. Contact: Trey Calvin

CAL Presentations

Seven Principles of Effective Online Instruction for English Learners
Sociocultural Competence in Language Programs: Lessons from Dual Language

World Language Standards for Diverse Programs: Needs and Implications
2020-11-19 - 2020-12-31
Presented at: ACTFL 2020
November 19 – December 31, 2020 | Virtual
This session presents findings from 6 educator focus groups on the needs of less common programs in writing and implementing state world language standards and a literature review on best practices for 8 specialized areas: non-alphabetic, classical, and heritage languages, ASL, elementary programs, students with disabilities, SEL, and assessment. View proposal.

American Council on the Teaching of Foreign Languages (ACTFL) 2020 Annual Convention (Virtual)
2020-11-19 - 2020-12-31
Visit the Website
CAL Presentations

Current World Language Standards: Analysis and Implications for Revisions Francesca Di Silvio, Mathilda Reckford
What Do Language Educators need to Know About Assessment?
World Language Standards for Diverse Programs: Needs and Implications Francesca Di Silvio, Jamie Morgan

Teaching Primary-Grade Biliteracy in a Remote Setting: Presentation at MABE, NE Conference!
2020-09-25 10:30 - 11:30
Multistate Association for Bilingual Education, Northeast (MABE NE) https://mabene.org/Annual Conference

Visit the Website

This CAL learning session at MABE, NE introduces participants to a sampling of linguistic similarities and differences between Spanish and English, describes the value of this understanding for primary-grade students, and provides teachers with ideas for making students aware of these similarities and differences using online learning.

Join the Multistate Association for Bilingual Education, Northeast MABE Annual Conference, this September 26th at 10:30 – 11:30 AM to watch the live session!

Identifying and Serving the Unique Needs of the Immigrant and Refugee Populations in the US and throughout the World
2020-09-17 14:00 - 15:30
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About the Panel
CAL is bringing together key thought leaders to discuss the challenges educators, researchers and policy makers face of identifying and serving the immigrant and refugee populations within the United States and throughout the world.
Although the students from countries outside of the United States continue to experience ever increasing restrictions in entrance and access to the United States, the needs and demands continue and those serving the population require support and accurate information.
Additionally, the refugee and immigrant populations outside of the United States are experiencing equally dire restrictions and living conditions. Like their U.S. counterparts, world support organizations need accurate information and avenues of access to raise awareness and have a chance to address the needs of the population.

Panel Members:

Shirley Brice Heath, Ph.D., Stanford University, Noted scholar and dear friend of the Center for Applied Linguistics
Martha Bigelow, Ph.D., University of Minnesota, 2020 CAL Charles Ferguson Award Winner
Nancy Hornberger, Ph.D., University of Pennsylvania, 2020 CAL Board of Trustees Member & 2019 CAL Charles Ferguson Award Winner
Fatima Zahra, Ph.D., Lakshmi Mittal & Family South Asia Institute Post-Doctoral Fellow, Harvard University, Special Guest
Roberta Miceli, M.A., Interim Vice President, Center for Applied Linguistics, Panel Host

About the panelists:
Shirley Brice Heath, Ph.D.
Shirley Brice Heath, linguistic anthropologist, studies learners across the life span in non-formal environments of learning. She gives primary focus to the ways in which speakers, young and old, learn the structures and uses of language as well as the attitudes, gestures, and interactional ways called for in learning environments of all types. In community arts organizations, she has examined the learning outcomes that result when youth living in under-resourced communities participate in planning, creating, producing, and critiquing products and performances. Within community sites dedicated to involving young people in sustained science learning, she has given special attention to the ways in which science learning demands close analysis of visual detail, trial and error, sketching and modeling projects, and strategic problem-solving. In her research on families, friendship groups, and community organizations, she studies how responsible roles accelerate desires for organizational, scientific, and mathematical knowledge.
She is the author of Words at work and play: three decades in families and communities (2012) and the classic Ways with Words: Language, life, and work in communities and classrooms (Cambridge University Press, 1983/1996). Heath has taught at universities throughout the world, most notably Stanford University and Brown University, and as Visiting Research Professor at King’s College, University of London.
Martha Bigelow, Ph.D.
Dr. Bigelow is internationally known for her work in education, applied linguistics, and cultural studies. Although she has focused mainly on the language learning and schooling of adolescent refugees from East Africa, she is deeply invested in the schooling of all language learners as they learn in home, community and school settings. Dr. Bigelow also investigates teacher education experiences and classroom pedagogies that support equity and access in education. Dr. Bigelow earned her Ph.D. at Georgetown University with a major in Applied Linguistics in 2001 and joined the faculty at the University of Minnesota in the same year. As a prolific author and recipient of numerous awards, Dr. Bigelow embodies Ferguson’s commitment to academic rigor and his global vision about the importance of language learning, access, and equity.
Nancy Hornberger, Ph.D.
Dr. Hornberger is a Professor in the Educational Linguistics Division of the Graduate School of Education, University of Pennsylvania. She is internationally known for her work in bilingualism and biliteracy, ethnography and language policy, and Indigenous language revitalization. She researches, lectures, teachers, and consults regularly on multilingual education policy and practice in the United States and the Andes (Peru, Bolivia, and Ecuador) and has also worked in Brazil, China, Mexico, Singapore, South Africa, Sweden and other parts of the world. Dr. Hornberger investigates language and education in culturally and linguistically diverse settings, combining methods and perspectives from educational anthropology linguistic anthropology, and sociolinguistics.
Fatima Zahra, Ph.D.
Dr. Zahra is a postdoctoral research fellow for the Lakshmi Mittal and Family South Asia Institute at Harvard University. In this role, she is committed to devising public polices to enhance employment and education opportunities for women, refugees and other marginalized groups in South Asia. She is currently working with the local community at the Rohingya refugee camps to improve the mental and physical wellbeing of refugees. In collaboration with NGOs, she is also working on designing interventions to enhance education and health outcomes of women and children by leveraging mobile technologies in these camps in Bangladesh.
