Annie Laurie Duguay, Director of Language Literacy, has been a CAL research associate and program director since 2009. Most recently, Annie helps to coordinate and deliver professional development (PD) for educators working with language learners in school districts throughout the U.S. and the globe. PD topics include content and language integrated learning (the SIOP Model), vocabulary and literacy acquisition, oral language development, newcomers, and cultural proficiency. Annie helps districts to identify their needs for professional development with the aim of improving educational outcomes for linguistically and culturally diverse students. Additionally, she is a co-author on several CAL Practitioner Briefs, including on the standards of effective, engaging and sustained professional development; the language and literacy skills demonstrated by students at the March for our Lives; a spotlight on a newcomer program; and the implications of the Common Core for English learners.
While at CAL Annie has also been involved with several vocabulary intervention projects. For the CREATE project (Center for Research on the Educational Achievement and Teaching of English Language Learners), Annie wrote sheltered science curriculum for middle grades English learners. Additionally, she worked on the NICHD-funded Vocabulary Instruction and Assessment of Spanish-speakers (VIAS) project, collaborating with the Research Core team to develop an instrument which measures teachers’ knowledge of vocabulary development and instruction (Teachers’ Knowledge of Vocabulary Survey). She has co-authored a book chapter and articles based on this work.
In the international sphere, Annie has also worked with the Immigrant and Refugee Integration program area at CAL, writing ESL materials for adult refugees as part of domestic and overseas cultural orientation curricula and promoting a welcoming schools model for immigrant and refugee families. Additionally, Annie has directed curriculum-development projects on language and literacy development in Djibouti and Ghana.
Prior to coming to CAL, Annie was a certified ESL teacher and taught at a STEM-focused public charter school in Cambridge, Massachusetts, Benjamin Banneker Public Charter School. Annie did her undergraduate studies in Psychology and Canadian Studies at McGill University. She studied abroad in Lyon, France and is fluent in French. Annie holds two master’s degrees: an Ed.M. from the Harvard Graduate School of Education and an M.A. in Immigration and Settlement Studies from Ryerson University in Toronto. Her M.A. thesis work comparing the integration experiences of immigrants in the U.S. and Canada was published in TESOL Quarterly. Annie also taught English as a Foreign Language in Besançon, France and in Xiantao, Hubei Province, China.
CAL is supporting the second language learning and instructional strategy for a multi-year early grades reading project in Djibouti.
CAL is supporting the University of the District of Columbia (UDC) as part of a Noyce Teacher Scholarship program on Project FRST: Firebirds Reinventing STEM Teaching. The Urban Teacher Academy at UDC is implementing Project FRST to develop and sustain a Master’s of Arts in Teaching (MAT) concentration that prepares aspiring teachers for full licensure in Middle School Science in the District of Columbia.
CAL is collaborating in the operation of this Comprehensive Technical Assistance Center to provide capacity-building assistance to Michigan, Indiana, and Ohio in their efforts to improve the education of English language learners.
This CAL Spotlight focuses on an interview with the principal of the Chinese Education Center, a newcomer program in San Francisco and also provides guiding questions for school leaders on serving newcomers.
The March for our Lives: Bringing Power and Authenticity to the Language and Literacy Standards - A CAL Commentary
This document highlights how student activities connected to the recent March for Our Lives events provide real-world examples of collaboration, argumentation and other skills that demonstrate that they are not only college and career ready, but community driven.
This five-minute video with companion professional development activities is designed to serve as a professional development tool to help increase awareness of the needs of beginner English learners in the content classroom.
Based on a 21st century approach to academic literacy that is aligned with today’s rigorous standards, this resource provides research-based strategies and practical, hands-on tools to help educators develop effective classroom activities. The package includes a comprehensive workbook supported by authentic classroom video and two complete unit plans on CD-ROM.
"I was teaching abroad to non-native English learners. As with so many other teacher, when the pandemic struck it threw my life into chaos. It is one thing to end the school year online, but it's another to START building relationships from scratch through a screen! I was dreading trying to figure out how I would connect with students virtually, let alone teach. Let me just say, the Professional Development Team at the Center for Applied Linguistics did not take the easy route and gloss over these issues: the whole world is going virtual, and CAL is leaning in."
New CAL Commentary: Effective, Engaging, and Sustained Professional Development for Educators of Linguistically and Culturally Diverse Students
This new commentary outlines CAL's comprehensive approach to professional development.
CAL Spotlight on the Chinese Education Center Elementary School: A Newcomer Program in San Francisco
This CAL spotlight article features excerpts from an interview with Victor Tam, principal of the Chinese Education Center (CEC) in San Francisco, and includes guiding questions for school leaders on serving newcomers.
CAL Commentary: The March for our Lives: Bringing Power and Authenticity to the Language and Literacy Standards
This document highlights how student activities provide real-world examples of collaboration, argumentation and other skills that demonstrate that they are not only college and career ready, but community driven.
The Internationals Network for Public Schools is working to improve graduation rates for English learners through the opening of targeted programs that place ELs on a level playing field with their peers.
Over the past decade, the Anchorage School District has become one of the most diverse in the country, serving students who speak nearly 100 different languages.
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.
Limited to first 500 registrants. This webinar will be recorded and broadcast on CAL Facebook Live: www.facebook.com/CALLinguistics/live
A Presentation On Using Educational Technology-21st Century Supports for English Learners
Educational technology can:
- Offer multi-modal means of presenting information.
- Offer important supports to assist students to more fully participant in learning activities.
- Offer instruction that is differentiated to the English learner’s level of proficiency and academic learning needs
Annie Duguay, Director of Language and Literacy at CAL, will present at TESOL 2020 Virtual Conference on July 17 at 11 AM EST.
One in a series of customized CAL webinars focused on serving long term English learners.