Faculty Directory

Maria Estela Brisk

Professor

Department

TESpECI Teacher Education, Special Education, Curriculum & Instruction

Publications

Books

  • Brisk, M. E. (2015). Engaging Students in Academic Literacies: Genre-based Pedagogy for K-5 Classrooms. New York: Routledge.
  • Brisk, M.E., Ed.  (2008).  Language, culture, and community in teacher education.  Mahwah, N.J.:  Lawrence Erlbaum Associate (for the American Association of College for Teacher Education).
  • Brisk, M.E. & Harrington, M. M. (2007). Literacy and bilingualism: A handbook for all teachers. Second Edition Mahwah, N.J.: Lawrence Erlbaum Associates.
  • Brisk, M.E. (2006). Bilingual Education: From compensatory to quality schooling. Second Edition. Mahwah, N.J.: Lawrence Erlbaum Associates.
  • Menyuk, P. & Brisk, M.E. (2005). Language Development and Education: Children with Varying Language Experiences. Hampshire, U. K.: Palgrave MacMillan.
  • Brisk, M. E., Burgos, A., & Hamerla, S. (2004). Situational Context of Education: A Window into the World of Bilingual Learners. Mahwah, N.J.: Lawrence Erlbaum Associates.

Articles, Book Chapters, Monographs

  • Brisk, M.E. & Kaveh, M.Y. (forthcoming) Mainstream Teachers for Successful Multilingual Classrooms: The Case of a School that Embraced a Genre-based Pedagogy to Teach Writing. In S. Hammer & K. M. Viesca. Multilingual learners: What teachers should, do and will know - an international comparison. N.Y.: Routledge. 
  • Brisk, M.E. & Ossa-Parra, M (in press). Mainstream Classrooms as Engaging Spaces for Emergent Bilinguals: SFL theory, Catalyst for Change. In R. Harman (Ed.), Critical Systemic Functional Linguistics: Promoting Language Awareness and Social Action among K-12  Students and Teachers. N.Y.:Springer.
  • Brisk, M.E. (2016). Multimodal reports in elementary school classrooms. In M.F. Alexandre & C.A.M. Gouveia (Eds.), Theory, application, analysis: Studies in systemic functional linguistics. Lisbon, Portugal: CELGA-ILTEC.    
  • Brisk, M. E. (2016). Genres in writing collaborative project. In H. de Silva Joyce & S. Feez, Exploring literacies: Theory, research and practice (pp. 287-292). Basingstoke, UK and New York: Palgrave Macmillan.
  • Brisk, M.E., Kaveh, M.Y., Scialoia, P., & Timothy, B. (2016).  Writing Arguements: The Experience of Two Mainstream Teachers Working with Multilingual Students. In C.P. Proctor, a. Boardman, & F. Hiebert, English Learners and Emergent Bilingualism in the Common Core Era". N. Y.: Guilford Press.
  • Brisk, M. E., Nelson, D., & O’Connor, C. (2016).  Bilingual fourth graders develop a central character for their narratives. In L. de Oliveira & T. Silva (Eds.), L2 Writing in Elementary Classrooms (pp.88-105). New York: Palgrave/MacMillan.
  • Brisk, M. E. (2016). Genres in writing collaborative project. In H. de Silva Joyce & S. Feez, Exploring literacies: Theory, research and practice (pp. 287-292). Basingstoke, UK and New York: Palgrave Macmillan.
  • Brisk, M. E. & Proctor, C. P. (2015)  in Common Core, Bilingual and English Language Learners: A Resource for Educators, edited by Valdés, Menken, and Castro 
  • Brisk, M. E., de Jong, E. J. & Moore, M. C. (2015). Primary School Bilingual Education: Pedagogical Issues and Practices. In W. E. Wright, S. Boun, & O. Garcia (Eds.) Handbook of Bilingual and Multilingual Education (319-335). West Sussex, U.K: Wiley-Blackwell.
  • Brisk, M.E. & De Rosa, M. (2014). Young Writers' Attempts At Making Meaning Through Complex Sentence Structures While Writing a Variety of Genres. In L. de Oliveira and J. Iddings (Eds.),Genre Pedagogy Across the Curriculum: Theory and Application in U.S. Classrooms and Contexts (pp. 8-24). London: Equinox.
  • Danielo, F; Turgut, G., & Brisk, M. E. (2014). Applying Systemic Functional Linguistics to Build Educators’ Knowledge of Academic English for the Teaching of Writing in Mahboob, A. & Barret, L. (Eds.). Englishes in Multilingual Contexts (pp. 183 - 204) . London: Springer.
  •  Brisk, M.E. (2012). Young bilingual writers’ control of grammatical person in different genres. Elementary Education Journal112, 445-468.
  • Brisk, M. E. & Proctor, C.P. (2012). Challenges and supports for English language learners in bilingual programs. Understanding Language: Language, Literacy, and Learning in the Content Areas. Stanford University. http://ell.stanford.edu/papers/policy
  • Brisk, M. E., Hodgson-Drysdale, T., O’Connor, C. (2011).  A study of a collaborative instructional project informed by systemic functional linguistic theory:  Report writing in elementary grades.  Journal of Education, 191, 1-12.
  • Brisk, M.E. (2011). Learning to Write in the Second Language: K – 5. In E. Hinkel (Ed.) Handbook of research in second language teaching and learning volume II, pp. 40 – 56, New York: Routledge.
  • Clayton, C. & Brisk, M.E. (2011). It’s my responsibility! Teacher of bilingual learners in an English-immersion context.  In B.B. Flores, R. Hernández Sheets and E. C. Clark (Eds.) Teacher preparation for bilingual student populations: Educar para transformar (pp. 182- 187). New York: Routledge.
  • Brisk, M.E. & Zisselsberger, M. (2011). “We’ve Let Them in on the Secret:” Using SFL Theory to Improve The Teaching of Writing to Bilingual Learners.  In T. Lucas (Ed.) Teacher preparation for linguistically diverse classrooms.  A resource for teacher educators, pp. 111-126, New York: Routledge.
  • Brisk, M. E. (2010).  Learning English as a second language.  In M. Shatz &L.C. Wilkinson (Eds.). The education of English language learners (pp.?). New York:  Guilford Publications.
  • Homza, A., Páez, M., Brisk, M. E., & Proctor, P.  (2008). From language to literacy: Reading and Writing for English language learners in sheltered elementary classrooms.  Chestnut Hill, MA: Lynch School of Education, Boston College. [Prepared for the Mass DESE]
  • Stevens, L. P., Jefferies, J., Brisk, M. E., & Kaczmarek, S. (2008). Linguistics and science learning for diverse populations: An agenda for teacher education. In K. Bruna & K. Gomez (Eds.), Talking science, writing science: The work of language in multicultural classrooms, pp.291-315. New York: Heinemann.
  • Brisk, M.E., Horan, D., & MacDonald, E. (2008).  Scaffolding teaching and learning to write:  The rhetorical approach.  In L.S. Verplaetse & N. Migliacci (Eds.), Inclusive pedagogy:  Research informed practices for linguistically diverse students.  Mahwah, N.J.:  Lawrence Erlbaum Associates.
  • National Council of Teachers of English (NCTE) ELL Task Force (April, 2006).  NCTE positions paper on the role of English teachers in educating English language learners (ELLs).  Retrieved 5/10/06 from http://www.ncte.org/
  • Wright, W.E., Brisk, M.E., Sanchez, M.T., & Commins, N.L. (2006).  What are the state mandates for educating English language learners?  In Hamanyan, E. & Freeman, R. (Eds.).  English language learners at school:  a guide for administrators (pp.10-15).  Philadelphia:  Caslon.
  • Costa, J. McPhail, G., Smith, J. & Brisk, M.E. (2005).  Faculty first:  The challenges of infusing the teacher education curriculum with scholarship on English language learners.  Journal of Teacher Education, 56, 104-118.
  • Brisk, M.E. (2005).  Bilingual Education.  In Eli Hinkel (ed.).  Handbook of Research in Second Language Teaching and Learning.  Mahwah, NJ:  Lawrence Erlbaum Associates.
  • MacDonald, E. & Brisk, M. E. (2004). Planning for writing: Defining purpose, audience, and topic with English language learners. School Talk, 9 (4), 2-5.
  • Sánchez, M.T. & Brisk, M.E. (2004). Teachers' Assessment Practices and Understandings in a Bilingual Program. NABE Journal of Research and Practice, 2, 1, pp. 193-214. Download the complete article. 
  • Pierce, M. S., & Brisk, M. E. (2002). Sharing the bilingual journey: Situational autobiography in a family literacy context. Bilingual Research Journal, 26(3), 575-597.
  • Torres-Guzman, M.E., Abbate, J., Brisk, M.E., & Minaya-Rowe, L. (2002). Defining and documenting success for bilingual learners: A collective case study. Bilingual Research Journal, 26 (1), 21-42.
  • Brisk, M.E. Dawson, M., Hartgering, M., MacDonald, E., & Zehr, L., (2002).  Teaching Bilingual Students in Mainstream Classrooms.  In Beykont, Z (Ed), The power of culture.  Cambridge, MA:  Havard Education Publishing Group)
  • Brisk, M.E. (1998). Bilingual Education: From compensatory to quality schooling. Mahwah, N.J.: Lawrence Erlbaum Associates.

Guest Edited Journals

  • With C.P. Proctor.  Special Issue: Educación y Bilingüismo. Miríada Hispánica, Vol. 10, Spring 2015
  • Special Issue, Language Policy and Education, Part 1 (2005).  Educational Policy, 19(4)
  • Special Issue, Language Policy and Education, Part II (2005).  Educational Policy, 19(5).
  • Special Issue, Highlighting Success in Bilingual Education (2002).  Bilingual Research Jorunal, 26(1).

Book Reviews

  • Brisk, M.E. (2008).  Book Review. Xoan Paula Rodriguez-Yanez, Anxo M. Lorenzo Suarez & Fernando Ramallo, General Eds.  Gabrielle Varro, F. Xavier Vila I Moreno & Angel Huguet Canalis, Partial Eds. Bilingualism and Education:  From the Family to the School.  International Journal of Bilingual Education and Bilingualism, 11(2).