Elizabeth R. Howard

Elizabeth R. Howard
University of Connecticut | UConn · Department of Curriculum and Instruction (EDCI)

Ed.D. Harvard University

About

52
Publications
20,504
Reads
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1,219
Citations
Introduction
Elizabeth R. Howard is an associate professor of bilingual education in the Neag School of Education at the University of Connecticut, where she teaches graduate courses on linguistic and cultural diversity and conducts research focusing on dual language education, biliteracy development, and the preparation of teachers to work with multilingual learners. She is currently a co-investigator of a federally funded research project exploring writing instruction and outcomes among English learners, and has served as principal investigator of several large-scale studies of biliteracy development and dual language education.
Additional affiliations
September 1996 - December 2005
Center For Applied Linguistics
Position
  • Research Associate

Publications

Publications (52)
Article
This study explores the role that socioeconomic status (SES), home and school language and literacy practices, and oral vocabulary play in the development of English reading skills in Latino English language learners (ELLs) and how these factors contribute differentially to English reading outcomes for children of different ages and in different se...
Article
Considerable research documents the efficacy of dual language programs for the reading achievement of English learners from Spanish-speaking homes. However, there is uncertainty in the field of dual language education about how students at-risk for literacy difficulties fare in these same programs, as well as questions about how risk should be defi...
Preprint
Full-text available
This is a theory of change logic model for dual language education that was created as part of a study of New Mexico charter schools funded by Arnold Ventures and carried out by Abt Associates. Here's a link to the full report: https://www.dlenm.org/wp-content/uploads/2021/05/abt-nm-charter-and-dl-report-4-30-2021.pdf . Information about the logic...
Article
Full-text available
Little systematic attention has been paid toward belonging for young children, particularly in contexts of diversity that are regularly part of school settings. Two-Way immersion (TWI) programs provide one educational context ideally suited for exploring the constructs of belonging and inclusion in linguistically and culturally diverse settings. Th...
Technical Report
Here is the link for the full report: https://www.dlenm.org/wp-content/uploads/2021/05/abt-nm-charter-and-dl-report-4-30-2021.pdf The dual language theory of change logic model can be found on p 30 (English) and p 31 (Spanish).
Preprint
Full-text available
This is a theory of change logic model for dual language education that was created as part of a study of New Mexico charter schools funded by Arnold Ventures and carried out by Abt Associates. Here's a link to the full report: https://www.dlenm.org/wp-content/uploads/2021/05/abt-nm-charter-and-dl-report-4-30-2021.pdf . Information about the logic...
Book
Full-text available
Culturally and Linguistically Responsive Education provides a much-needed blueprint for how school leaders can leverage the power of collaborative learning to create more culturally and linguistically responsive schools. The book describes an innovative network of twenty preK-8 schools located across the United States striving to address the barrie...
Chapter
Full-text available
Across the United States, the popularity of dual language education (DLE) has grown considerably over the past several decades, but finding qualified bilingual teachers to staff these programs is an ongoing issue for administrators. Using the Guiding Principles for Dual Language Education as a framework, this chapter addresses this urgent issue by...
Book
This publication is available for free download from the Center for Applied Linguistics: https://www.cal.org/resource-center/publications-products/guiding-principles-3
Technical Report
Full-text available
Since 1975, The Education Alliance, a department at Brown University, has helped the education community improve schooling for our children. We conduct applied research and evaluation, and provide technical assistance and informational resources to connect research and practice, build knowledge and skills, and meet critical needs in the fi eld. Wit...
Technical Report
Full-text available
An Introduction to the TWIOP Support for this project was provided by The Goldman Sachs Foundation. The Goldman Sachs Foundation is a global philanthropic organization that promotes excellence and innovation in education and works to improve the academic performance and lifelong productivity of young people worldwide through a combination of strate...
Article
The current study, with 409 fourth graders in two-way immersion programs, explored the writing self-perceptions of native English and native Spanish speakers and the relationship between self-perceptions and writing performance. An adapted version of the Writer Self-Perception Scale (WSPS) was administered along with a writing task. Native English...
Article
The present study explored whether lexical skills implicated in vocabulary growth for Spanish-speaking Language Minority (LM) learners—morphological awareness and cognate knowledge—represent distinct dimensions of lexical knowledge, and whether these dimensions have direct and/or indirect effects via general vocabulary knowledge on reading comprehe...
Chapter
This cutting edge volume explores holistic trends in multilingualism, analysing the processes of both 'becoming multilingual' and 'being multilingual'. Multilingualism has increased in recent years due to globalisation, transnational mobility and the spread of Information and Communications Technology (ICT). This volume explores some of the trends...
Chapter
This cutting edge volume explores holistic trends in multilingualism, analysing the processes of both 'becoming multilingual' and 'being multilingual'. Multilingualism has increased in recent years due to globalisation, transnational mobility and the spread of Information and Communications Technology (ICT). This volume explores some of the trends...
Article
Full-text available
In two-way immersion (TWI) programs in the United States, the development of student cross-cultural competence is one of three primary goals, along with academic achievement and bilingualism and biliteracy. However, as “the third goal,” cross-cultural outcomes have received less scholarly attention. In this article, we briefly review the literature...
Book
This volume identifies resources, models, and specific practices for improving teacher preparation for work with second language learners. It shows how faculty positioned themselves to learn from resources, experts, preservice teachers, their own practice, and each other. The teacher education professionals leverage their experience to offer theore...
Article
Full-text available
This study explores the benefits of a university-school partnership that impacted 26 middle-school teachers in four urban schools.
Article
This study contributes to the literature on cross-linguistic literacy relationships for English language learners, and in particular, the Spanish-influenced spelling patterns of Spanish–English bilinguals. English spelling, reading, and vocabulary assessments were administered to 220 students in four TWI programs over a three-year period, from seco...
Article
As bilingual enrichment programmes that integrate language majority and language minority students, two-way immersion (TWI) programmes have the potential to overcome the harmful effects of segregation and remedial education that are the frequent byproducts of educational programmes for native speakers of languages other than English. Native/non-nat...
Article
Whereas most research on child second language acquisition has focused on the oral production of children, studies are needed to illuminate patterns of literacy development in a second language. This paper aims to shed some light on this process, focusing on the English writing development of a native Spanish speaker, and on the Spanish writing dev...
Technical Report
Full-text available
An updated third edition was published in 2018. An pdf version is available for free download from the Center for Applied Linguistics: https://www.cal.org/resource-center/publications-products/guiding-principles-3
Article
This article describes the development of an English spelling measure designed to assess the progress made by Spanish-English bilingual children from Grade 2 to Grade 5. Different stages of developing the measure are described, such as selecting the focus features, the prepilot and pilot phases, and the operational version. Two underlying attribute...
Article
This article describes the development of a Spanish-spelling measure designed to assess the progress made by Spanish-English bilingual children from Grade 2 to Grade 5. Different stages of measure development are described, such as the selection of the focus features, the pilot phase of the assessment, and the finalizing of the operational version....
Technical Report
Full-text available
This guide offers a framework to facilitate the planning process for dual language programs, assuming at least a basic working knowledge of the central characteristics and essential features of dual language models. It provides an overview of the various models that serve linguistically diverse student populations, defining the term dual language a...
Article
Describes the use of two-way immersion education to provide students with opportunities to understand and appreciate other countries and cultures. The main features of two-way immersion education are bilingual language instruction, cross-cultural understanding, and international exchanges. Includes case study of two-way immersion at the Alicia Chac...
Technical Report
Full-text available
In the United States, two-way immersion (TWI) is an educational approach that integrates native English speakers and native speakers of another language (usually Spanish) for content and literacy instruction in both languages. In recent years, the number of TWI programs has grown rapidly. This report examines key issues to consider when planning el...
Article
Full-text available
This report looks at programs and approaches for educating students from diverse linguistic and cultural backgrounds. It is intended as a guide for decision makers in schools and school districts to help them identify the instructional approaches and programs that would best serve their students, meet their goals and needs, and match local resource...
Article
The report discusses the first- and second-language development, oral and written, of native English-speakers and native Spanish-speakers in the two-way immersion (TWI) program at Key Elementary School (Arlington, Virginia). Data were drawn from classroom observation from 1994-96, student performance measures, and student work samples. Three Spanis...

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Projects

Projects (7)
Archived project
To investigate student outcomes and the professional development needs of teachers in dual language programs.