Maria Coady

Building community and ensuring compliance for multilingual learners in North Carolina schools

Coady, M. R. (2023, April 3). https://www.ednc.org/building-community-ensuring-compliance-multilingual-learners/

Educating Multilingual Students in Rural Schools

Foreword

In P. I. Chamness & E. Mikulec (Eds.), English language education in rural contexts: Theory, research, and practices (pp. IX–XII). Leiden, The Netherlands: Brill.

The Coral Way “Experiment”: Building an Archive to Unravel the Beginnings of the First Publicly Funded Spanish-English Dual Language Program in the United States

US Latina & Latino Oral History Journal, (7).

Trekking Across Some Rough Terrain: Rural Teacher Education for Multilingual Students

Peabody Journal of Education, 98(4), 364–379.

Why TESOL?: Theory and issues in teaching English to speakers of other languages in K-12 classrooms

(6th ed.). Dubuque, IA: Kendall Hunt.

“It’s Like Fuel”: Igniting Rural English Learner Education Through Place-Conscious Professional Development

Journal of Research in Rural Education, 39(1).

Harnessing linguistic diversity in North Carolina’s schools

Coady, M. R. (2022, December 13). [EdNC Perspective.]. https://www.ednc.org/perspective-harnessing-linguistic-diversity-in-north-carolinas-schools/

Humanizing power of counter-stories: Teachers’ understandings of emergent bilinguals in rural settings

Teaching and Teacher Education, 113, 103655.

Is language a ‘right’ in U.S. education?: unpacking Castañeda’s reach across federal, state, and district lines

Language Policy, 21(3), 305–329.

Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review

In L. McCallum (Ed.), English Language Teaching: Theory, Research and Pedagogy (pp. 51–67).

Teaching higher-order thinking skills to multilingual students in elementary classrooms

Language and Education, 37(3), 308–327.

Early Language Learning Policy in the 21st Century

English Learners in Rural Schools

The Context of Schooling for Early Learners of Spanish in the United States

In S. Zein & M. R. Coady (Eds.), Early Language Learning Policy in the 21st Century (pp. 235–253).

“My Language Learners Seemed Like Ghosts”: A Rural Teacher’s Transformational Journey Implementing the Seal of Biliteracy

The Rural Educator, 42(1), 52–56.

Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching

TESOL Quarterly, 54(1), 173–200.

Engaging Multilingual Families in the US: Research and Practice for Educators

LEARN Journal, 41, 56–69. https://ilsa.ie/wp-content/uploads/2020/03/Learn-Journal-2020-13.3.20.pdf

Meandering Through North Central Florida: A Scholarly Journey Through Florida’s Bilingual Education

In T. Erben (Ed.), 45 Years Sunshine State TESOL: A chronicle of ESOL advocacy, research, and practice in Florida (pp. 36–45). Florida: Sunshine Press.

Rural English Learner Education: A Review of Research and Call for a National Agenda

Educational Researcher, 49(7), 524–532.

Building trust to support English learner educational outcomes

https://www.marzanoresearch.com/blog/supporting-english-learners/

Can a short-term study abroad impact teacher dispositions towards English learners?

International Journal of TESOL and Learning, 8(2), 51–70.

Connecting School and the Multilingual Home

Emerging Teacher-Leaders for English Learners: A Professional Development Model in Rural Florida

School Leadership Review, 14(2), 4. https://scholarworks.sfasu.edu/slr/vol14/iss2/4

Empowering bilingual teacher leaders. A review of teacher leadership for social change in bilingual and bicultural education by D

[Review of Empowering bilingual teacher leaders. A review of teacher leadership for social change in bilingual and bicultural education, by D. K. Palmer]. Kultura i Edukacja Journal. Multilingual Matters.

English learners' perception of motivation

SSTESOL Journal, 12(2), 64. https://pub.lucidpress.com/6fb7b942-d341-46e7-8eb8-557f3878fe2c/#EjcO6zGmCcYP

Humanizing multilingual education: Portraits of success. A review of A

In M. Lazar & P. R. Schmidt (Eds.), Schools of Promise for Multilingual Students: Transforming Literacies, Learning, and Lives. Teachers College Press. Teachers College Record.

Language in education planning: the Florida Consent Decree after 25 years

Florida Journal of Educational Research, 57(2), 140–149.

Metaliteracy and writing among 4th grade multilingual students in South Africa

International Journal of Multilingualism, 19(3), 435–455.

Move education for English learners into the 21st century

Coady, M. R. (2019, September 27). [Op Ed.]. Gainesville Sun. https://www.gainesville.com/opinion/20190927/maria-coady-move-education-for-english-learners-into-21st-century

Preparing Teacher Leaders for English Language Learners in Rural Settings

Theory & Practice in Rural Education, 9(1), 44–60.

Preparing teacher candidates for English learners: A single case of study abroad in the Dominican Republic

SSTESOL Journal, 12(2), 28. https://pub.lucidpress.com/6fb7b942-d341-46e7-8eb8-557f3878fe2c/#vB0N2e5.XPA0

Rural Multilingual Family Engagement

The Rural Educator, 40(3).

Rural indigenous teachers’ lived experiences in mother tongue education in the Philippines: Counter-stories of resistance

Journal for Critical Education Policy Studies, 17(3), 132–169. http://www.jceps.com/archives/7049

The Coral Way Bilingual Program

The Coral Way Bilingual Program

“They Just Don't Know Who We Are”: Rural English Learner Teacher Education

English as a second language nurses in the United States: culture, communication, and needs for continuing education

Studies in Continuing Education, 40(2), 212–233.

Home-School Partnerships

Scholarly contributions to twenty-first century multilingualism

International Journal of Multilingualism, 15(4), 472–474.

The adaptation of US-based TESOL programs to the needs of Chinese EFL teachers: A case study

The Asian EFL Journal, 20(9.1), 75–102.

Twenty-five years after the Florida Consent Decree: Does preparing all teachers work?

FATE Journal, 3(1), 26–56. http://www.fate1.org/journals/FATE-Journal-3.1.pdf

Who are our students?

In E. W. Ariza (Ed.), Not for ESOL Teachers (3rd ed., pp. 3–20). Kendall Hunt Publishing.

Why TESOL?: Theory and issues in teaching English to speakers of other languages in K-12 classrooms

(5th ed.). Kendall Hunt.

Shifting sands in Florida: Rural perspectives on immigration, education, and undocumented youth under the incoming Trump administration

Berkeley Review in Education.

Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms?

TESOL Quarterly, 50(2), 340–368.

Assessing the Needs of Immigrant, Latino Families and Teachers in Rural Settings: Building Home-School Partnerships

NABE Journal of Research and Practice, 6(1), 122–157.

Racial stratification, language, and identity in a multicultural school in South Korea

Korean Journal of Comparative Education, 25(5), 85–117.

Second language reading development and instruction

In E. W. Ariza (Ed.), Fundamentals of teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms (2nd ed., pp. 223–259). Kendall Hunt Publishing.

Second language writing development and instruction

In E. W. Ariza (Ed.), Fundamentals of teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms (2nd ed., pp. 261–295). Kendall Hunt Publishing.

Descubre: Research brief on elementary Spanish as a world language

Santillana Publishers.

Español Santillana. Research brief on secondary Spanish as a world language

Santillana Publishers.

The Transformative Power of Gaming Literacy

Bridging Literacies with Videogames, pp. 129–152.

Voices from the classroom

In Not for ESOL Teachers (2nd ed.). Kendall Hunt Publishing.

21st Century EFL: Enhancing the Communicative Approach

Humanising Language Teaching, 15(5).

Facilitator’s guide to instructional videos: Preparing mainstream teachers for English language learners. Project DELTA Facilitator Guide and two instructional videos (75 minutes

[Project DELTA Facilitator Guide and two instructional videos]. Gainesville, FL: UF College of Journalism and Communications.

Ofelia B. Miramontes, Adel Nadeau, and Nancy L. Commins: Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs (2nd ed.)

[Review of Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs, by O. B. Miramontes, A. Nadeau, & N. L. Commins]. Language Policy, 13(3), 267–269.

Preparing mainstream teachers for CLD students: Enhancing the knowledge and skills that teachers of CLDs must have

Theory into Practice Journal, 52(2), 89–97.

Using families’ ways of knowing to enhance student learning

In E. Amatea (Ed.), Building culturally-responsive family-school partnerships: from theory to practice (2nd ed., pp. 227–245). Pearson.

Accepting responsibility for the learning of all students: What does it really mean?

In M. Rosenberg, D. Westling, & J. McLeskey (Eds.), Special education for today's teachers: An introduction (2nd ed., pp. 52–81). Prentice Hall.

CBPR: Building Partnerships with Latinos in a Rural Area for a Wellness Approach to Mental Health

Issues in Mental Health Nursing, 32(8), 486–492.

From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida

Bilingual Research Journal, 34(2), 223–239.

Examination of the Cross-Battery Approach for the Cognitive Assessment of Children and Youth From Diverse Linguistic and Cultural Backgrounds

School Psychology Review, 39(3), 431–446.

Home-School communication practices with (im)migrant families in north Florida

Research Matters, 1(2), 4.

Quality teacher preparation for ELLs: Preliminary findings from Florida

In C. J. Casteel & K. G. Ballantyne (Eds.), Professional Development in Action: Improving Teaching for English Learners (pp. 97–99). Washington, DC: National Clearinghouse for English Language Acquisition.

Review: Community-Based Participatory Research Approach to Address Mental Health in Minority Populations

Community Mental Health Journal, 47(5), 489–497.

Struggling for meaning and identity (and a passing grade): High-stakes writing in English as a second language

MEXTESOL, 34(1), 11–27. http://mextesol.net/journal/public/files/0c14f54ff56bcf2c821a50147fac3dcf.pdf

Using Libros: The emergent bi-literacy development of Spanish-speaking children

TESOL Journal, 2, 91–108.

‘The United States is America?’: a cultural perspective on READ 180 materials

Language, Culture and Curriculum, 23(2), 153–165.

Personalmente</i>: Home–School Communication Practices with (Im)Migrant Families in North Florida

Bilingual Research Journal, 31(1-2), 251–270.

Quality Teacher Preparation for ELLs: Preliminary Findings from Florida

National Clearinghouse for English Language Acquisition. AccELLerate, 2(2), 8–10.

Solamente libros importantes”: Literacy practices and ideologies of migrant farmworking families in north central Florida

In G. Li (Ed.), Multicultural families, home literacies and mainstream schooling (pp. 113–128). New Age.

Special Education/English Language Learners

Innovation and Reform in Teacher Education, 30–31.

Using families’ ways of knowing to enhance student learning

In E. Amatea (Ed.), Building culturally-responsive family-school partnerships: From theory to practice (pp. 231–251). Pearson.

Accepting responsibility for the learning of all students: What does it really mean?

In M. Rosenberg, D. Westling, & J. McLeskey (Eds.), Special education for today's teachers: An introduction (pp. 52–81). Prentice Hall.

Where Do I Go From Here?: Meeting the Unique Educational Needs of Migrant Students

[Review of Where do we go from here?: Meeting the unique educational needs of migrant students, by K. S. Vocke]. TESOL Quarterly, 42(4), 679–681.

Service learning with vulnerable populations: Pre-service teachers and migrant farm workers in north central Florida

Florida Association of Teacher Educators Journal, 1(7), 18–34. http://www.fate1.org/journals/2007/coady.pdf

Successful schooling for ELLs: Principles for building responsive learning environments

In L. S. Verplaetse & N. Migliacci (Eds.), Inclusive pedagogy for English language learners: A handbook of research-informed practices (pp. 245–255). Lawrence Erlbaum Associates.

Field trip plants seeds of hope for migrant farm workers

Education Times.

Libros de familia: UF students make “book” visits to migrant families

ST&L Chronicle, 7(1).

¿Qué pasa with bilingualism in north central Florida?

Essential Teacher, 3(4).

Audible voices, visible tongues: Exploring social realities in Spanish-speaking students’ writing

Language Arts, 82(6), 462–471.

Introduction to special topics issue

SSTESOL Journal: Bilingualism and Bilingual Education, 3(2), 1–3.

Bilingual students’ writing as instructional inspiration

Bilingual Basics, 6(1), 1–6.

Challenges and opportunities in literacy development of Spanish-speaking students

Sunshine State TESOL Journal, 4(1), 15–23.

Diglossic patterning in all-Irish schools? The case of Gaelscoileanna in the Republic of Ireland

In M. Lorenzo Suárez, F. Ramallo, & X. P. Rodriguez-Yanez (Eds.), Bilingual socialization and bilingual language acquisition (pp. 465–481). Servico de Publicaciones de la Universidad de Vigo.

English books and Irish aspirations: Language and material artifacts in two Irish medium schools

Journal of Celtic Language Learning, 8, 5–23.

Meeting the needs?: English language initiative with migrant farmworking families in greater Gainesville

Education Times.

Claiming opportunities: A handbook for improving education for English language learners through comprehensive school reform

Providence, RI: Brown University and the Northeast and Islands Regional Laboratory.

Learning a second language

In The Diversity Kit: An Introductory Resource for Social Change in Education (pp. 25–52). Providence, RI: Brown University and the Northeast and Islands REL.

Mismatches in Language Policy and Practice in Education: The Case of Gaelscoileanna in the Republic of Ireland

Language Policy: An International Journal, 1(2), 143–158.

Assessing the writing of Spanish speaking students: Issues and suggestions

In J. Tinajero & S. Hurley (Eds.), Handbook for literacy assessment for bilingual learners (pp. 43–63). Allyn & Bacon.

Attitudes Toward Bilingualism in Ireland

Bilingual Research Journal, 25(1-2), 39–58.