Ivannia Soto, PhD , is a professor of education and the director of graduate programs at Whittier College, where she specializes in language acquisition, systemic reform for English language learners (ELLs), and urban education. She began her career in the Los Angeles Unified School District (LAUSD), where she taught English and English language development to a population of 99.9% Latinos, who either were or had been multilingual learners. Before becoming a professor, Soto also served LAUSD as a literacy coach as well as district office and county office administrator. She has presented on literacy and language topics at various conferences, including the National Association for Bilingual Education (NABE), the California Association for Bilingual Association (CABE), the American Educational Research Association (AERA), and the National Council of Urban Education Associations. As a consultant, Soto has worked with Stanford University''s School Redesign Network (SRN), WestEd, and CABE, as well as a variety of districts and county offices in California, providing technical assistance for systemic reform for ELLs and Title III. Recently, Soto also directed a CABE bilingual teacher and administrator program across California.Soto has authored and coauthored 12 books, including The Literacy Gaps: Bridge-Building Strategies for English Language Learners and Standard English Learners; ELL Shadowing as a Catalyst for Change, a best seller that was recognized by Education Trust-West as a promising practice for ELLs in 2018; Moving From Spoken to Written Language With ELLs; the Academic English Masteryfour-book series; the Common Core Companion four-book series for English language development; Breaking Down the Wall; and Responsive Schooling for Culturally and Linguistically Diverse Students.
Together, the books tell a story of how to equitably engage and include multilingual learners by ensuring that they gain voice and an academic identity in the classroom setting. Soto is executive director of the Institute for Culturally and Linguistically Responsive Teaching (ICLRT) at Whittier College, whose mission it is to promote relevant research and develop academic resources for ELLs and Standard English learners (SELs) via linguistically and culturally responsive teaching practices/ Dr. Yvonne Freemanand Dr. David Freemanare professors emeriti at The University of Texas Rio Grande Valley. Both are interested in effective education for emergent bilinguals. They present regularly at international, national, and state conferences. They have worked extensively in schools in the U.S.
They have also worked with educators in Ecuador, Mexico, Colombia, Venezuela, Costa Rica, Argentina, Uruguay, Hong Kong, India, Indonesia, Lithuania, Mallorca, and Sweden. The Freemans have authored books, articles and book chapters jointly and separately on the topics of second language teaching, biliteracy, bilingual education, linguistics, and second language acquisition. They are authors of Grammar and Syntax in Context published by Corwin. Their books, published by Heinemann, include Dual Language Essentials for Teachers and Administrators 2nd edition, ESL Teaching: Principles for Success 2ndedition, Essential Linguistics: What Teachers Need to Know to Teach ESL, Reading, Spelling, and Grammar, 2nd edition , Between Worlds: Access to Second Language Acquisition, 3rdedition , Academic Language for English Language Learners and Struggling Readers La enseñanza de la lectura y la escritura en español y en inglés en clases bilingües y de doble inmersión , 2ndedition , Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms 2ndedition , Closing the Achievement Gap: How to Reach Limited Formal Schooling and Long-Term English Learners , and Teaching Reading in Multilingual Classrooms . In addition they have edited three books: Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals, Research On Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals and Diverse Learners in the Mainstream Classroom: Strategies for Supporting All Students Across Content Areas . Dr. Yvonne Freeman and Dr. David Freeman are professors emeriti at The University of Texas Rio Grande Valley.
Both are interested in effective education for emergent bilinguals. They present regularly at international, national, and state conferences. They have worked extensively in schools in the U.S. They have also worked with educators in Ecuador, Mexico, Colombia, Venezuela, Costa Rica, Argentina, Uruguay, Hong Kong, India, Indonesia, Lithuania, Mallorca, and Sweden. The Freemans have authored books, articles and book chapters jointly and separately on the topics of second language teaching, biliteracy, bilingual education, linguistics, and second language acquisition. They are authors of Grammar and Syntax in Context published by Corwin. Their books, published by Heinemann, include Dual Language Essentials for Teachers and Administrators 2nd edition, ESL Teaching: Principles for Success 2nd edition, Essential Linguistics: What Teachers Need to Know to Teach ESL, Reading, Spelling, and Grammar, 2nd edition , Between Worlds: Access to Second Language Acquisition, 3rd edition , Academic Language for English Language Learners and Struggling Readers La enseñanza de la lectura y la escritura en español y en inglés en clases bilingües y de doble inmersión , 2nd edition , Teaching Reading and Writing in Spanish and English in Bilingual and Dual Language Classrooms 2nd edition , Closing the Achievement Gap: How to Reach Limited Formal Schooling and Long-Term English Learners , and Teaching Reading in Multilingual Classrooms .
In addition they have edited three books: Research on Preparing Inservice Teachers to Work Effectively with Emergent Bilinguals, Research On Preparing Preservice Teachers to Work Effectively with Emergent Bilinguals and Diverse Learners in the Mainstream Classroom: Strategies for Supporting All Students Across Content Areas . Dr. Jeff Zwiers was previously a senior researcher in the Stanford University Graduate School of Education and is now an educational consultant. He has taught all subjects bilingually in secondary and elementary settings. His research and work focus on collaborating with teachers to enhance instruction and assessment for multilingual students, with an emphasis on improving student-student interactions. Jeff has also written books and articles on literacy, conversation, and language development, along with children''s books and curriculums. Dr. Margarita Espino Calderón , born and raised in Juárez, is a Professor Emerita/Senior Research Scientist at Johns Hopkins University.
Her research and development projects have been funded by the US Department of Education, National Institutes of Health, the US Department of Labor, The Carnegie Corporation of New York, and various State Offices of Education.One of her empirical studies "The Bilingual Cooperative Integrated Reading and Composition (BCIRC)" is featured in the What Works Clearinghouse. The Carnegie Corporation of New York funded her five-year study to develop Expediting Comprehension for English Language Learners (ExC-ELL) to train math, science, social studies, language arts, and ESL teachers on integrating language, reading, and content in core content middle and high school classrooms. With a Title III National Professional Development grant, she implemented "A Whole-School Approach to Professional Development with ExC-ELL" in Loudoun County, VA. She replicated this approach in 29 schools in TX and NC. She served on the National Literacy Panel for Language Minority Children and Youth , the Carnegie Corporation of New York Panel on English Language Adolescent Literacy Panel, among other panels and national committees. She has over 100 publications on language, literacy, and professional development. Dr.
Noma LeMoine''s career in education spans 35 years. She is a nationally recognized expert on issues of language and literacy acquisition and learning in African American and other Standard English Learner Populations. She has written and spoken extensively on the topic and is a highly sought-after consultant to colleges, universities, and school districts nationwide. Dr. LeMoine holds a Ph.D. in Education from the University of Southern California with a specialization in Language, Literacy, and Learning and she holds two Master''s degrees. For twenty years, Dr.
LeMoine served as Director of the Los Angeles Unified School District''s Academic English Mastery Program and ten years as Director of the District''s Closing the Achievement Gap Branch . In this role, Dr. LeMoine oversawimplementation of the District''s closing the achievement gap initiatives intended to eliminate disparities in educational outcomes for thousands of under-achieving students. During this period the district saw improved academic achievement scores in both African American and Latino/Hispanic student populations. Dr. LeMoine also directed in 81 schools the District''s Academic English Mastery Program , which supported teachers, administrators, and paraeducators in effectively incorporating culturally and linguistically responsive pedagogy into core instruction. Under Dr. LeMoine''s visionary leadership, the Academic English Mastery Program became a national model for addressing the language, literacy and learning needs.