Faculty Directory
C. Patrick Proctor
Department Chair, Teaching, Curriculum, and Society
Professor
C. Patrick Proctor
Ed.D.
Contact
Campion Hall Room 121
Telephone: 617-552-6466
Email: charles.proctor.1@bc.edu
ORCID 0000-0001-5666-2765
Education
- Ed.D., Harvard University, Cambridge, MA
- B.A., Clark University, Worcester, MA
- M.A., Stanford University, Stanford, CA
Research Interests
Bilingualism in school settings; Language and literacy development; Reading comprehension; Bilingual teacher education; Research-Practice calibrations; Instructional interventions
Expertise
- Bilingualism & Immigration
- Curriculum & Instruction
- Language Learning & Literacy
Department
Profile
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.
GLOBAL SPOTLIGHT
Bilingualism and second language acquisition among Haitian-speaking immigrants in Santiago, Chile
Recent Publications
Recent Publications
See Google Scholar
In Press
Parra, M.O. & Proctor, C.P. (in press). The translanguaging pedagogies continuum. Journal of Education.
2021
Leider, C.M., Proctor, C.P., & Silverman, R.D. (2021). Language growth trajectories: Does immigrant generation status moderate linguistic interdependence? International Journal of Bilingual Education and Bilingualism, 24, 605 – 621.
Leighton, C., Ford-Connors, E., Proctor, C.P., & Wyatt, J. (2021). Teacher talk that supports young multilingual students’ participation in exploratory discourse. Reading Psychology, 42, 1 –20.
Parra, M.O. & Proctor, C.P. (2021). Translanguaging to understand language. TESOL Quarterly, 55, 766 – 794.
Proctor, C.P., Silverman, R.D., & Jones, R.L. (2021). Centering language and student voice in multilingual literacy instruction. The Reading Teacher, 75, 255 – 267.
Silverman, R.D., Proctor, C.P., Harring, J.R., Taylor, K.S., Johnson, E.M., & Jones, R.L. (2021). The effect of a language and literacy intervention on upper elementary bilingual students’ argument writing. Elementary School Journal, 122, 208 – 232.
2020
Daley, S.G., Xu, Y., Proctor, C.P., Rappolt-Schlichtmann, G., & Goldowsky, B. (2020). Behavioral engagement among adolescents with reading difficulties: The role of active involvement in a universally designed digital literacy platform. Reading & Writing Quarterly, 36, 279 - 295.
Proctor, C.P. & Chang-Bacon, C. (2020). Demographic Realities and Methodological Flexibility in Literacy Teaching and Research. In E.B. Moje, P. Afflerbach, P. Enciso, & N.K. Lesaux (eds.). Handbook of Reading Research, Vol. V. (pp. 17 – 36). Longman.
Proctor, C.P., Daley, S., Xu, Y., Graham, S., Li, Z., & Hall, T.E. (2020). Shared knowledge between reading and writing among middle school adolescent readers. Elementary School Journal, 120, 507 – 527.
Proctor, C.P., Silverman, R.D., Harring, J.R., Jones, R.L., & Hartranft, A.M. (2020). Teaching Bilingual Learners: Effects of a language-based reading intervention on academic language and reading comprehension in grades 4 and 5. Reading Research Quarterly, 55, 95 – 122. https://doi.org/10.1002/rrq.2582019
FUNDED RESEARCH
2020 – 2025
- Co-Principal Investigator. Evaluating the Efficacy of the CLAVES Intervention: An Intervention Focused on Comprehension, Academic Language, and Vocabulary for English Learner Students. $3,298,217, Institute of Education Sciences Grant #R305A200095
2020 – 2023
- Co-Principal Investigator (M.J. Kieffer, PI & E. Cappella, co-I). Exploring the effects of heterogeneous grouping on English learners’ language, reading comprehension, and social network development. $1,398,609. Institute of Education Sciences, Grant #R305A200069
2014 – 2018
- Principal Investigator (R.D. Silverman & J.R. Harring co –PIs). The CLAVES Intervention Project: Developing a Supplemental Intervention for Comprehension, Linguistic Awareness, and Vocabulary in English for Spanish Speakers. Institute of Education Sciences, $1,470,000, Grant #R305A140114
2014 – 2017
- Co-Principal Investigator (M.E. Brisk, co-PI & L. O’Dwyer, co-PI). "The Russell Way" : Study of ELL students in mainstream classrooms. Boston College Collaborative Fellows, $150,000
Editorial Work
- Editorial Board, Journal of Educational Psychology (2022 – present)
- Editorial Board, Reading and Writing: An interdisciplinary journal (2013 – present)
- Editorial Board, Elementary School Journal (2012 – present)
- Editor, Journal of Speech, Language, and Hearing Services in Schools (2017 – 2020).
- Associate Editor, Child Development (July, 2018 – June, 2019)
- Associate Editor, Applied Psycholinguistics (October 2014 – September 2018).
MEMBERSHIPS
- American Educational Research Association
- Literacy Research Association
- Multistate Association for Bilingual Education