I am a professor and educational researcher focusing on bilingualism, bilingual education, language, and literacy. Theoretically, my work attempts to merge critical and developmental perspectives on language, literacy, and bilingualism in education. In terms of praxis, I work directly with teachers and administrators on issues of bilingual education and language-based literacy instruction, particularly in schools and districts characterized by student (and ideally teacher) multilingualism.
I started my career as an educator as a Spanish-English dual language teacher in the Detroit Public Schools. Later, I worked as a bilingual resource teacher in Waltham, Massachusetts and as an education specialist at the Massachusetts Department of Elementary and Secondary Education. After earning my doctorate, I joined Boston College in 2006, where my early work focused on psychological and developmental models of bilingualism and literacy.
Later, I took insights from that body of work to inform the development of multilingual literacy curricula that took multilingualism into account as part of the curriculum design process, and these days, I am invested in implementing those curricula in sites around the US. Finally, I work very closely with practicing bilingual teachers around applying contemporary models of bilingualism and learning to bilingual education contexts here in Massachusetts.
Bilingualism and second language acquisition among Haitian-speaking immigrants in Santiago, Chile
Features of instructional talk predictive of reading comprehension CJ Michener, CP Proctor, RD Silverman Reading and Writing 31 (3), 725-756