Dr. Igone Arteagoitia, a Research Scientist at the Center for Applied Linguistics, brings 20 years of experience in conducting research and evaluation in dual language immersion programs with a focus on bilingualism and biliteracy development. Currently she is Project Director on a research and development grant funded by the International Research and Studies Program of the U.S. Department of Education (P017A170028) to identify successful dual language immersion programs by analyzing state-wide longitudinal data in the two program languages and document characteristics of dual language education in high achieving programs. Dr. Arteagoitia has presented on her work on biliteracy development in emergent bilingual learners at a number of national and international research conferences and published her research in peer-reviewed publications, including TESOL Quarterly, Bilingual Research Journal and the Journal of Bilingual Education Research and Instruction. In addition to her research, Dr. Arteagoitia provides technical assistance, professional development and a range of support services for teachers and school administrators that serve emergent bilingual learners. She holds a Ph.D. in Spanish Applied Linguistics from Georgetown University and a M.A. in TESOL from West Virginia University. She is trilingual in Spanish, Basque, and English and completed primary education in Basque medium of instruction schools.
CAL researchers are working on a three-year grant to document the characteristics of successful dual language education programs in the state of Oregon.
CAL is working with the Oregon State Department of Education during the 2015-2016 and 2016-2017 school years to support K-12 Biliteracy Pathways project grant recipients in the development, implementation and evaluation of existing and new model two-way and one-way dual language programs.
The Vocabulary Instruction and Assessment for Spanish Speakers (VIAS) project was a 5-year program of research on the literacy and language development of Spanish-speaking English-language learners (ELLs).
As a partner in the Regional Educational Laboratory (REL) Appalachia, CAL conducts research on districts serving emerging English learner communities.
The goal of the Development of Literacy in Spanish Speakers (DeLSS) research project was the development of new knowledge relevant to the critical factors that influence the development of English-language literacy (reading and writing) competencies among children whose first language is Spanish.
This book examines the key attributes of successful dual language programs, as well as the challenges and opportunities involved in extending the dual language instructional model to pre-K and secondary settings.
CAL researchers have developed a native language assessment tool for students of the Choctaw language in Mississippi. The project, "Annopa Tikbishtiya," or "Carry the Language Forward," is ensuring that the language flourishes and grows from generation to generation. "When you see a student demonstrate [proficiency in the language], it gives hope." -Jason Lewis
Dr. Igone Arteagoitia and Dr. Kathy Escamilla have accepted an invitation to serve on the Spanish and Bi-literacy Assessment Council established by Renaissance. The Council's contributions will help shape the assessment tools used to support millions of bilingual students across the country and around the world.
CAL researchers are working on a three-year grant, funded by the International Research & Studies program of the U.S. Department of Education, to document the characteristics of successful dual language education programs.