CL2EAR Programs
Past Projects
Review the previous findings of past research projects from the Center for Literacy and Language Education and Research (CL2EAR).
Project Puede
About Project PUEDE
The purpose of the project Professional and Parental Understanding for Equity in Dual Language Education (PUEDE) is to increase the overall instructional and family engagement capacities of pre- and in-service teachers, administrators and family liaisons in Indiana, serving in dual language (DL) education by improving DL staffing quality through licensure and adequate Spanish proficiency. The project will foster biliteracy bridges with community agencies, improving EL family engagement, teacher quality and student achievement in English language arts and increased language proficiency in Spanish and English as measured by a quasi-experimental study.
- Goal 1: Expand course offerings and EL certificate programs to prepare pre- and in-service teachers to work effectively with ELs in EL and DL bilingual education.
- Goal 2: Increase the number and quality of pre- and in-service DL bilingual education teachers through EL licensure, DL coursework and improved Spanish proficiency.
- Goal 3: Engage DL families, district family liaisons, educators and community organizations to improve DL bilingual education programs and support EL students’ development and maintenance of their bilingualism.
- Goal 4: Form a statewide network, in cooperation with school and district administrators, the IDOE and INTESOL to support the expansion of DL bilingual education.
Project LEVERAGING
About Project LEVERAGING
The purpose of the project Leveraging the Lectura y Lenguaje [Literacy & Language]: A Collaborative Scale Up of Literacy and Language for ELs in Central Indiana is to increase the overall literacy and English language development capacities of elementary pre- and in-service educators, administrators and family liaisons in Central Indiana. The project will create literacy and language bridges with a community agency that will positively contribute to EL family engagement, teacher quality and student achievement in literacy and English language learning. Dissemination plans are also addressed. Overall, its aims are to increase the expertise and create a stable EL infrastructure for Central Indiana schools. The Leveraging the Lectura y Lenguaje project will serve pre-service elementary teachers, in-service elementary teachers with licensure, building and district administrators, district family liaisons, and EL parents.
- Goal 1: Increase the number of specialized in-service EL teachers in Central Indiana through EL licensure cohorts, and improve EL preparation of administrators serving them.
- Goal 2: Improve the preparation of pre-service teachers in Purdue University’s College of Education to provide effective language and literacy instruction for ELs.
- Goal 3: Engage families, schools and community agencies in literacy partnerships, maximizing the role of parents in EL student’s academic achievement and English language learning.
Renn, J., Li, H., Choi, W., Wright, W. and Morita-Mullaney, T. (2023), Making “Small Waves of Change”: Dual Language and General Education Teacher Transformation through Instructional Coaching. TESOL Quarterly. https://doi.org/10.1002/tesq.3216
Choi, W., Kim, W. H., Wright, W. E., & Morita-Mullaney, T. (2023). Improving English language arts instruction in Indiana dual language bilingual education classrooms. Language and Education, 37(2), 151 -170. https://www.tandfonline.com/doi/full/10.1080/09500782.2022.2032731
Morita-Mullaney, T., Renn, J., & Chiu, M. (2022). Spanish language proficiency in Dual Language and English as a Second Language Models: The Impact of model, time, teacher, and student on Spanish language development. International Journal of Bilingual Education and Bilingualism, 1-19, DOI: 10.1080/13670050.2022.2089012. https://www.tandfonline.com/doi/full/10.1080/13670050.2022.2089012
Trish Morita-Mullaney, Jennifer Renn, & Ming Ming Chiu
Trish Morita-Mullaney, Jennifer Renn, & Ming Ming Chiu
García, A. M., Zhang, R., King, A., & Morita-Mullaney, T. (2021). ” Español, el Idioma Que Nosotros Hablamos”: A Collective Case Study of Home Language Use and Literacy Practices of Mexican American Families. School Community Journal, 31(2), 213-238. https://eric.ed.gov/?id=EJ1323027
Renn, J., Morita-Mullaney, T., & Wright, W.E. (2020). The ELL-Teacher Cohort Model: Communities of Practice in Online Learning. TESOL Connections. http://newsmanager.commpartners.com/tesolc/print/2020-06-01/3.html
Morita-Mullaney, T., Renn, J., Garcia, A., & Wright, W.E. (2020). Preparing K–12 teachers for effective instruction of English learners: The transformation of a Purdue University online language teacher education program. In H. S. Kang, D. S. Shin, & T. Cimasko (Eds.), Online Education for Teachers of English as a Global Language (pp. 19-38). New York: Routledge.
Multiliteracies in Rural Communities: The “Revuelto y Mezclado” of Home and Community Literacy Practices of Midwestern Emergent Bilingual Families
Trish Morita-Mullaney, Haiyan Li, & Jennifer Renn
Goshen Community Schools
Lawrence Township MSD
Lafayette School Corporation
Community Schools of Frankfort
Logansport Community School Corporation
Indiana Teachers of English to Speakers of Other Languages (INTESOL)
Wabash Valley Education Center
Indiana Department of Education
La Plaza
Goshen College
Central Indiana Educational Service Center
Our Team
- Breeah S. Carey, B.S.
- Woongsik Choi, B.A., M.Ed.
- Annamarie King, B.A.
- Susan W. King, M.S.
- Claudia Krogmeier, B.A.
- Haiyan Li, M.A.
- Rong Zhang
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