@misc{coady_2023, title={Building community and ensuring compliance for multilingual learners in North Carolina schools}, url={https://www.ednc.org/building-community-ensuring-compliance-multilingual-learners/}, journal={EdNC Perspective}, author={Coady, M.R.}, year={2023}, month={Apr} }
 @misc{r. coady_golombek_v. marichal_2023, title={Educating Multilingual Students in Rural Schools}, ISBN={9789004546608 9789004546592}, url={http://dx.doi.org/10.1163/9789004546608}, DOI={10.1163/9789004546608}, abstractNote={Illuminating issues of diversity at the intersection of rural education and multilingual learners (ML) in the United States, this edited volume brings forth new research that captures the importance of place and rurality in the work of educators who serve multilingual learners and their families. The six chapters in this book demonstrate that education for teachers, leaders and staff, professional development programs, and government-funded projects aimed to improve rural education need to begin with three interrelated, multifaceted principles. The first principle is the need to center place and rurality as essential factors that affect education for all educators, students, and families who live, work, and attend schools in rural communities. Second, educators must humanize multilingual students, their families, and their cultures in ways that go beyond merely acknowledging their presence – they must deeply see and understand the lives and (hi)stories of the multilingual students and families that they serve in their rural schools. Finally, the third principle involves identifying multilingual resources for ML students and their families. Given the persistent inequities in access to resources and opportunities that rural ML students and families face, this last principle requires careful planning, networking, and advocating in ways that can truly effectuate change. Contributors are: Jioanna Carjuzaa, Maria R. Coady, Paula Golombek, Shuzhan Li, Kristin Kline Liu, Nidza V. Marichal, Charity Funfe Tatah Mentan, Kym O’Donnell, Stephanie Oudghiri, Darrell Peterson, Sonja Phillips, Jenelle Reeves and Yi-Chen Wu.}, publisher={BRILL}, author={R. Coady, Maria and Golombek, Paula and V. Marichal, Nidza}, year={2023}, month={Mar} }
 @inbook{coady_2023, place={Leiden, The Netherlands}, title={Foreword}, booktitle={English language education in rural contexts: Theory, research, and practices}, publisher={Brill}, author={Coady, M.R.}, editor={Chamness, P.Iida and Mikulec, E.Editors}, year={2023}, pages={IX–XII} }
 @article{kester_coady_de farber_2023, title={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}, DOI={10.7560/OHJ703}, abstractNote={Abstract:Over the past twenty years, there has been tremendous growth in the number and diversity of bilingual education programs in which two languages are used as mediums of instruction for learning academic content across two (or more) distinct groups of language users, such as English and Spanish. Today these programs are often referred to as “dual language” (DL), as well as two-way bilingual, or DL immersion (DLI) programs. However, little has been written about the first publicly funded DL program in the United States, Coral Way Elementary School, located in Miami, Florida, which opened as a bilingual program on September 3, 1963. This article describes the processes involved in documenting and building a new digital archive that records and preserves the origin, context, background efforts, and the stories of educators and students who participated in the Coral Way bilingual program between 1960 and 1968. The archive includes oral histories, photographs, and archival documents that were used to chronicle the school’s origins, funding, curricula, personnel, and ultimately the success of the DL program. This work demonstrates how scholars and project teams can use archival data to document and make historical events accessible to scholars, educators, and public audiences.}, number={7}, journal={US Latina & Latino Oral History Journal}, author={Kester, B. and Coady, M.R. and de Farber, B.G.}, year={2023} }
 @article{coady_marichal_uysal_2023, title={Trekking Across Some Rough Terrain: Rural Teacher Education for Multilingual Students}, volume={98}, url={https://doi.org/10.1080/0161956X.2023.2238502}, DOI={10.1080/0161956X.2023.2238502}, abstractNote={ABSTRACT Although the number of multilingual (ML) students continues to rise nationally, little scholarly attention has been paid to the education of rural ML students and families. There is critical need to better understand who rural ML students are and how to align their linguistic knowledge and strengths with appropriate instructional practices. This article examines the current state of research on rural teacher education for ML students. It addresses two areas of the 10 research priorities articulated by the National Rural Education Association’s (NREA) Research Agenda 2016–2021 and enhanced and extended in 2022–2027: building the capacity to meet the needs of diverse populations and teacher-leader preparation for rural schools. A search of four major research databases for work in this area revealed 27 empirical studies published between 2010 and 2022. Three main research categories emerged from the review: (1) six studies on the beliefs and perceptions of teachers on their education and preparation for rural MLs; (2) eight studies related to rural teacher identity and MLs; and (3) 13 studies on teacher leadership, professional development, and collaboration and partnerships for rural MLs. Implications and recommendations for future rural research on ML students in the United States are provided.}, number={4}, journal={Peabody Journal of Education}, author={Coady, M.R. and Marichal, N.V. and Uysal, H.}, year={2023}, pages={364–379} }
 @book{ariza_coady_2023, place={Dubuque, IA}, edition={6th}, title={Why TESOL?: Theory and issues in teaching English to speakers of other languages in K-12 classrooms}, ISBN={9781524947897}, publisher={Kendall Hunt}, author={Ariza, E.W. and Coady, M.R.}, year={2023} }
 @article{coady_marichal_olszewska_ankeny_long_shafiei_chakraborty_2023, title={“It’s Like Fuel”: Igniting Rural English Learner Education Through Place-Conscious Professional Development}, volume={39}, url={https://jrre.psu.edu/sites/default/files/2023-03/39.01.pdf}, DOI={10.26209/JRRE3901}, number={1}, journal={Journal of Research in Rural Education}, publisher={The Pennsylvania State University Libraries}, author={Coady, Maria R. and Marichal, Nidza and Olszewska, Aleksandra and Ankeny, Raisa and Long, Andrew and Shafiei, Hamed and Chakraborty, Riya}, year={2023} }
 @misc{coady_2022, title={Harnessing linguistic diversity in North Carolina’s schools}, url={https://www.ednc.org/perspective-harnessing-linguistic-diversity-in-north-carolinas-schools/}, journal={EdNC Perspective}, author={Coady, M.R.}, year={2022}, month={Dec} }
 @article{golombek_olszewska_coady_2022, title={Humanizing power of counter-stories: Teachers’ understandings of emergent bilinguals in rural settings}, volume={113}, ISSN={0742-051X}, url={http://dx.doi.org/10.1016/j.tate.2022.103655}, DOI={10.1016/j.tate.2022.103655}, abstractNote={This article explores how counter-narratives of undocumented students' journeys to and life in the United States can disrupt White, monolingual teachers' understandings of emergent bilinguals (EBs) in their rural classrooms. Online postings and plans of action of two teachers were analyzed through Vygotsky's theorizing on imagination, emotion, and catharsis, and Nussbaum's narrative imagination. Reading the counter-narratives triggered an emotional response, enabling teachers to develop an informed empathy and to re-story interactions with previous EBs and understandings of familiar rural spaces. With expanded understandings of undocumented students' lived experiences, teachers could more responsively address the needs of EBs and their families.}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Golombek, Paula and Olszewska, Aleksandra Ita and Coady, Maria}, year={2022}, month={May}, pages={103655} }
 @article{coady_ankeny_ankeny_2022, title={Is language a ‘right’ in U.S. education?: unpacking Castañeda’s reach across federal, state, and district lines}, volume={21}, ISSN={1568-4555 1573-1863}, url={http://dx.doi.org/10.1007/s10993-021-09604-1}, DOI={10.1007/s10993-021-09604-1}, abstractNote={Castañeda v. Pickard (648 F.2d 989, [5th Cir. 1981]) was a significant legal case in the history of educational policy for non-native English-speaking students in the United States. The case established a three prong 'test' for programs for those students, including the right for students to have an educational program based on sound educational theory; resources and personnel to properly implement the program; and evaluation of the effectiveness of the program. After 40 years of interpretation of the Castañeda case, the issue of language rights for non-native English speakers in United States public schools continues to be debated by scholars and interpreted through various legal statutes and case holdings. This article examines the Castañeda case and its recent interpretations in the literature as applied to non-native English-speaking students. We use a theoretical lens of orientations in language planning (Ruíz 1984) and language policy text as reported by Lo Bianco and Aliani (Language planning and student experiences: Intention, rhetoric, and implementation, Multilingual Matters, 2013). We then discuss the socio-historical context of the case and position it with respect to the 1974 seminal case of Lau v. Nichols. Using the state of Florida as an example, we next describe the complex language ecology of local and state language policies and how those relate to Castañeda and inhibit progress for bilingual students in Florida. We conclude with caution to academics and advocates who work on behalf of language minoritized students in the United States, with implications for international scholars.}, number={3}, journal={Language Policy}, publisher={Springer Science and Business Media LLC}, author={Coady, Maria R. and Ankeny, Brian and Ankeny, Raisa}, year={2022}, month={Jan}, pages={305–329} }
 @inbook{olszewska_coady_markowska-manista_2022, title={Language Planning, Linguistic Imperialism, and English Language Teacher Education in Post-Soviet Poland: A Literature Review}, ISBN={9789811921513 9789811921520}, ISSN={2662-432X 2662-4338}, url={http://dx.doi.org/10.1007/978-981-19-2152-0_4}, DOI={10.1007/978-981-19-2152-0_4}, abstractNote={Due to the increasing prominence of English learning in European post-Soviet states, English language teacher education in PolandPoland has adapted to meet English learning needs in the post-Soviet (1989–present) era. This chapter provides a review of literature on language policyPolicy, linguistic imperialismLinguistic Imperialism, and English language teacher education in PolandPoland. This work is framed in language-in-education planning and linguistic imperialismLinguistic Imperialism to examine English language teacher education in PolandPoland. Linguistic imperialismLinguistic Imperialism suggests that certain language policiesPolicy serve to reify colonial and imperialistic practices that prioritize the status of one language over another. The status ascribed to English in post-Soviet PolandPoland contributes to English hegemony, where the language itself is a symbol of power and dominance. This chapter draws upon the existing literature in the field to examine the effects of English and English language teacher education programs on education in PolandPoland today. Our analysis suggests that English, which is largely viewed as a unifying lingua franca and tool to achieve economic success, also reinforces an imperialist agenda. We raise questions about language policiesPolicy and planning in PolandPoland and recommend a critical re-evaluation of policiesPolicy to ensure a more equitable ecology of linguistic sustainability.}, booktitle={English Language Teaching: Theory, Research and Pedagogy}, publisher={Springer Nature Singapore}, author={Olszewska, Aleksandra Ita and Coady, Maria and Markowska-Manista, Urszula}, editor={McCallum, L.Editor}, year={2022}, pages={51–67} }
 @article{heffington_coady_2022, title={Teaching higher-order thinking skills to multilingual students in elementary classrooms}, volume={37}, ISSN={0950-0782 1747-7581}, url={http://dx.doi.org/10.1080/09500782.2022.2113889}, DOI={10.1080/09500782.2022.2113889}, abstractNote={Abstract Educational systems worldwide underscore the importance of developing higher-order thinking skills (HOTS) to prepare students for the new challenges of the XXI century. Some pressing issues faced by educators include the ambiguity of the construct; the implementation of HOTS in classroom practices; and the implications for teaching students from linguistically and culturally diverse backgrounds. Framed in Culturally and Linguistically Responsive Teaching, this article reports on a qualitative case study that explored how two elementary school teachers developed HOTS with emerging multilingual students. Using the constant comparative method (CCM), data collection included observations and artifacts; data analysis included open, axial coding, and category formation. Findings show that: (a) HOTS were framed as subskills in instructional practices; (b) teachers used multiple activities to develop HOTS, progressing from lower to higher-order thinking; and (c) teachers differentiated instruction considering students’ language level and background experiences, but did not account for the additional layers of complexity when interrelating HOTS to language. This article builds on existing theories and frameworks of HOTS, provides examples of activities for developing HOTS, and offers recommendations for teaching HOTS to multilingual learners.}, number={3}, journal={Language and Education}, publisher={Informa UK Limited}, author={Heffington, Deon Victoria and Coady, Maria R.}, year={2022}, month={Sep}, pages={308–327} }
 @book{zein_coady_2021, series={Language Policy}, title={Early Language Learning Policy in the 21st Century}, ISBN={9783030762506 9783030762513}, ISSN={1571-5361 2452-1027}, url={http://dx.doi.org/10.1007/978-3-030-76251-3}, DOI={10.1007/978-3-030-76251-3}, publisher={Springer International Publishing}, year={2021}, collection={Language Policy} }
 @misc{coady_2021, title={English Learners in Rural Schools}, url={http://dx.doi.org/10.5040/9781350172036.0034}, DOI={10.5040/9781350172036.0034}, journal={The Bloomsbury Handbook of Rural Education in the United States}, publisher={Bloomsbury Academic}, author={Coady, Maria}, year={2021} }
 @inbook{coady_kim_marichal_2021, title={The Context of Schooling for Early Learners of Spanish in the United States}, ISBN={9783030762506 9783030762513}, ISSN={1571-5361 2452-1027}, url={http://dx.doi.org/10.1007/978-3-030-76251-3_11}, DOI={10.1007/978-3-030-76251-3_11}, abstractNote={Not unlike in many countries around the world, language learning policies in the United States (US) for early language learners is a complex process that is sociopolitically and historically situated. Although the US is a linguistically diverse country with no official national language, more than 30 states have declared English its official language, while none has declared Spanish official, despite its extensive use and social, economic, and political influence in the country. This chapter focuses on Spanish early language learning policies and practices in the US with children from prekindergarten through grade 2, or between the ages of 3 and 7. Because of the decentralized nature of language policies in the US and the power of each state to set policies, we focus on the state of Florida to illustrate one example of language-in-education policies related to curriculum resources, methodology, and personnel. We note the intersection of these areas for early learners of Spanish. We conclude that the rich linguistic resources of Spanish in the US have systematically been weakened as a result of monolingual policies and political pressures that fail to support native Spanish speakers, while simultaneously building modest levels of Spanish proficiency among nonnative early learners of Spanish.}, booktitle={Early Language Learning Policy in the 21st Century}, publisher={Springer International Publishing}, author={Coady, Maria R. and Kim, Hyunjin Jinna and Marichal, Nidza V.}, editor={Zein, S. and Coady, M.R.Editors}, year={2021}, pages={235–253} }
 @article{marichal_rosario roldán_coady_2021, title={“My Language Learners Seemed Like Ghosts”:  A Rural Teacher’s Transformational Journey Implementing the Seal of Biliteracy}, volume={42}, ISSN={2643-9662 0273-446X}, url={http://dx.doi.org/10.35608/ruraled.v42i1.1180}, DOI={10.35608/ruraled.v42i1.1180}, abstractNote={This paper describes the personal and professional journey taken by one secondary Spanish teacher to implement the Seal of Biliteracy (SoBL) for English learners (ELs) in a rural Florida school district. The teacher’s goal was to promote bilingual pride among her ELs and to validate their bilingual abilities, which had been frequently unrecognized in the community. This promising practice in a rural Florida district demonstrated two important transformations: first was the teacher’s personal views about bilingualism as an asset rather than a deficit, and second was the instructional practices she employed  and fierce advocacy for the ELs in her rural secondary school. Ultimately, the work of the teacher disrupted inequities that her bilingual students faced and positively affected her EL students’ views of bilingualism and their lives in the rural school community.}, number={1}, journal={The Rural Educator}, publisher={National Rural Education Association}, author={Marichal, Nidza and Rosario Roldán, Arelis and Coady, Maria}, year={2021}, month={May}, pages={52–56} }
 @article{coady_miller_jing_heffington_lopez_olszewska_de jong_yilmaz_ankeny_2020, title={Can English Learner Teacher Effectiveness Be Observed? Validation of an EL‐Modified Framework for Teaching}, volume={54}, ISSN={0039-8322 1545-7249}, url={http://dx.doi.org/10.1002/tesq.544}, DOI={10.1002/tesq.544}, abstractNote={Across the United States, school districts have adopted various methods to capture what effective teachers do to facilitate student learning. Some of these methods include peer lesson studies where teachers co‐plan and co‐evaluate their work, examining student standardized tests scores to align teachers with student learning outcomes, and using a teacher observation protocol to examine in‐class instructional practices and evaluate teachers. These methods have been used across the teaching profession with generalized student populations. The Danielson Group Framework for Teaching (FFT) is one observation protocol that has been used throughout the United States as a tool to examine teacher effectiveness in the context of teacher evaluations (Campbell & Ronfeldt, 2018, American Educational Research Journal, 55, 1233). In its traditional form, the FFT protocol does not capture the specialized work of teachers of English learner (EL) students in mainstream inclusive classrooms. This article examines the modification and validation of an EL‐modified FFT observation protocol across two of the four domains of the FFT. Findings demonstrate that the EL‐modified FFT instrument is both valid and reliable as an observation tool for teachers of EL students in mainstream inclusive classrooms.}, number={1}, journal={TESOL Quarterly}, publisher={Wiley}, author={Coady, Maria and Miller, M. David and Jing, Zeyuan and Heffington, Deon and Lopez, Mark and Olszewska, Aleksandra and De Jong, Ester and Yilmaz, Tuba and Ankeny, Raisa}, year={2020}, month={Mar}, pages={173–200} }
 @article{coady_ankeny_2020, title={Engaging Multilingual Families in the US: Research and Practice for Educators}, volume={41}, url={https://ilsa.ie/wp-content/uploads/2020/03/Learn-Journal-2020-13.3.20.pdf}, journal={LEARN Journal}, author={Coady, M.R. and Ankeny, R.}, year={2020}, pages={56–69} }
 @inbook{coady_2020, place={Florida}, title={Meandering Through North Central Florida: A Scholarly Journey Through Florida’s Bilingual Education}, booktitle={45 Years Sunshine State TESOL: A chronicle of ESOL advocacy, research, and practice in Florida}, publisher={Sunshine Press}, author={Coady, M.R.}, editor={Erben, T.Editor}, year={2020}, pages={36–45} }
 @article{coady_2020, title={Rural English Learner Education: A Review of Research and Call for a National Agenda}, volume={49}, ISSN={0013-189X 1935-102X}, url={http://dx.doi.org/10.3102/0013189X20931505}, DOI={10.3102/0013189X20931505}, abstractNote={The number of rural English learner (EL) students and families has increased over the past decade, due in part to U.S. immigration and economic policies. Educators in rural schools face challenges associated with EL education, including obtaining resources for language teaching and learning, identifying and retaining specialized teachers, and accessing professional development to support teachers and educational leaders in EL student learning. Other challenges include communicating with non-English-speaking families to support learning. The author reviews research on the intersecting areas of rural education and EL education. The subfield of rural EL education has been underexamined across the research community, and nationally there is need to examine the backgrounds, languages, and learning needs of this group of students. The author highlights five pressing areas: knowledge of the characteristics and demographics of EL students and families across rural designations; language education approaches, models, and practices for EL students; hiring and retaining teachers of ELs in rural settings; and professional development for mainstream teachers and leaders of rural EL students. This review calls for an organized national research agenda that begins to unravel rural EL education and that offers a coherent direction for scholars, teacher-educators, and policymakers.}, number={7}, journal={Educational Researcher}, publisher={American Educational Research Association (AERA)}, author={Coady, Maria R.}, year={2020}, month={Jun}, pages={524–532} }
 @misc{coady_2019, title={Building trust to support English learner educational outcomes}, url={https://www.marzanoresearch.com/blog/supporting-english-learners/}, journal={Marzano Research}, author={Coady, M.R.}, year={2019} }
 @article{coady_heffington_lopez_olszewska_2019, title={Can a short-term study abroad impact teacher dispositions towards English learners?}, volume={8}, number={2}, journal={International Journal of TESOL and Learning}, author={Coady, M.R. and Heffington, D.V. and Lopez, M.P.S. and Olszewska, A.}, editor={Yang, S. and Ates, B.Editors}, year={2019}, pages={51–70} }
 @misc{coady_2019, title={Connecting School and the Multilingual Home}, ISBN={9781788923255}, url={http://dx.doi.org/10.21832/coady3262}, DOI={10.21832/coady3262}, publisher={Multilingual Matters}, author={Coady, Maria R.}, year={2019}, month={Apr} }
 @article{ankeny_marichal_coady_2019, title={Emerging Teacher-Leaders for English Learners: A Professional Development Model in Rural Florida}, volume={14}, url={https://scholarworks.sfasu.edu/slr/vol14/iss2/4}, number={2}, journal={School Leadership Review}, author={Ankeny, R. and Marichal, N. and Coady, M.}, year={2019}, pages={4} }
 @misc{coady_olszewska_2019, title={Empowering bilingual teacher leaders. A review of teacher leadership for social change in bilingual and bicultural education by D}, journal={Kultura i Edukacja Journal}, publisher={Multilingual Matters}, author={Coady, M.R. and Olszewska, A.}, year={2019} }
 @article{nejad_coady_2019, title={English learners' perception of motivation}, volume={12}, url={https://pub.lucidpress.com/6fb7b942-d341-46e7-8eb8-557f3878fe2c/#EjcO6zGmCcYP}, number={2}, journal={SSTESOL Journal}, author={Nejad, H. and Coady, M.R.}, year={2019}, pages={64} }
 @inbook{coady_2019, title={Humanizing multilingual education: Portraits of success. A review of A}, booktitle={Schools of Promise for Multilingual Students: Transforming Literacies, Learning, and Lives}, publisher={Teachers College Press. Teachers College Record}, author={Coady, M.R.}, editor={Lazar, M. and Schmidt, P.R.Editors}, year={2019} }
 @article{coady_lopez_li_2019, title={Language in education planning: the Florida Consent Decree after 25 years}, volume={57}, number={2}, journal={Florida Journal of Educational Research}, author={Coady, M.R. and Lopez, M.P. and Li, S.}, year={2019}, pages={140–149} }
 @article{coady_makalela_lopez_2019, title={Metaliteracy and writing among 4th grade multilingual students in South Africa}, volume={19}, ISSN={1479-0718 1747-7530}, url={http://dx.doi.org/10.1080/14790718.2019.1631829}, DOI={10.1080/14790718.2019.1631829}, abstractNote={ABSTRACT Literacy in the twenty-first century global environment is increasingly essential to participation in society. Literacy skills include not only the ability to read, write, and interact with text, but also the capacity to use semiotic (sign) systems, numeracy, multiple modalities, and to link oracy to text using computerised devices. Despite this array of literacies, writing remains one of the least understood – yet increasingly important – skills through which evidence of learning is assessed in schools, on the one hand, and through which epistemic opportunities and identity positions of students are formed and expressed, on the other hand. This study examined the biliteracy development in writing across ten emergent multilingual students in a primary school in South Africa. We use a lens of multiliteracy knowledge, which frames how multilinguals engage in writing. Findings demonstrate how language and culture intersect in students’ writing to reveal their knowledges and identities, two aspects of writing that are both overlooked and undervalued among multilingual students. We offer implications for teachers and teacher educators.}, number={3}, journal={International Journal of Multilingualism}, publisher={Informa UK Limited}, author={Coady, M. R. and Makalela, L. and Lopez, M. P. S.}, year={2019}, month={Jun}, pages={435–455} }
 @article{coady_2019, title={Move education for English learners into the 21st century}, url={https://www.gainesville.com/opinion/20190927/maria-coady-move-education-for-english-learners-into-21st-century}, journal={Gainesville Sun}, author={Coady, M.R.}, year={2019}, month={Sep} }
 @article{coady_lopez_marichal_heffington_2019, title={Preparing Teacher Leaders for English Language Learners in Rural Settings}, volume={9}, ISSN={2641-7170}, url={http://dx.doi.org/10.3776/tpre.2019.v9n1p44-60}, DOI={10.3776/tpre.2019.v9n1p44-60}, abstractNote={The number of English language learners (ELs) across the United States continues to grow, particularly in rural and new destination settings. However, educators remain un- and under-prepared for working with ELs nationally. This article provides findings from a study of one teacher leader professional development program in a rural school district that sought to prepare educators for ELs. We describe the professional development program and the rural context of the district. Findings from this study derive from an online survey of participants. Data reveal that rural educators seek to acquire skills and strategies that go beyond the classroom setting and that enable them to connect with EL families. They also believe that teacher leaders of ELs demonstrate compassion and build social-emotional support networks for themselves as professionals, as well as with EL families.}, number={1}, journal={Theory & Practice in Rural Education}, publisher={East Carolina University}, author={Coady, Maria R and Lopez, Mark Preston and Marichal, Nidza and Heffington, Deon}, year={2019}, month={Jun}, pages={44–60} }
 @article{coady_peretz_2019, title={Preparing teacher candidates for English learners: A single case of study abroad in the Dominican Republic}, volume={12}, url={https://pub.lucidpress.com/6fb7b942-d341-46e7-8eb8-557f3878fe2c/#vB0N2e5.XPA0}, number={2}, journal={SSTESOL Journal}, author={Coady, M.R. and Peretz, A.}, year={2019}, pages={28} }
 @article{coady_2019, title={Rural Multilingual Family Engagement}, volume={40}, ISSN={2643-9662 0273-446X}, url={http://dx.doi.org/10.35608/ruraled.v40i3.545}, DOI={10.35608/ruraled.v40i3.545}, abstractNote={Rural teachers and educators are increasingly called upon to build partnerships with families who use languages other than English in the home (US DOE, 2016). This is equally true for rural schools, where the number of multilingual families is small, and the language and cultural backgrounds of students differs from those of school. This article reviews the research on parental involvement and three common models of parental involvement. In this article, I propose a revised conceptual model for teachers and educators for rural multilingual family engagement. This article calls for increasingly refined research that addresses the sociohistorical backgrounds of families and the current sociopolitical context of multilingual family engagement. Ultimately, rural multilingual family engagement is predicated on differentiated practices, relational trust between educators and families, and attention to geospatial variation.}, number={3}, journal={The Rural Educator}, publisher={National Rural Education Association}, author={Coady, Maria}, year={2019}, month={Dec} }
 @article{lopez_coady_ekid_2019, title={Rural indigenous teachers’ lived experiences in mother tongue education in the Philippines: Counter-stories of resistance}, volume={17}, url={http://www.jceps.com/archives/7049}, number={3}, journal={Journal for Critical Education Policy Studies}, author={Lopez, M.P.S. and Coady, M.R. and Ekid, A.G.F.}, year={2019}, month={Dec}, pages={132–169} }
 @misc{coady_2019, title={The Coral Way Bilingual Program}, ISBN={9781788924566}, url={http://dx.doi.org/10.21832/coady4573}, DOI={10.21832/coady4573}, publisher={Multilingual Matters}, author={Coady, Maria R.}, year={2019}, month={Nov} }
 @misc{coady_2019, title={The Coral Way Bilingual Program}, ISBN={9781788924580}, url={http://dx.doi.org/10.21832/9781788924580}, DOI={10.21832/9781788924580}, publisher={Multilingual Matters}, author={Coady, Maria R.}, year={2019}, month={Dec} }
 @misc{coady_2019, title={“They Just Don't Know Who We Are”: Rural English Learner Teacher Education}, url={http://dx.doi.org/10.1002/9781118784235.eelt0979}, DOI={10.1002/9781118784235.eelt0979}, abstractNote={Teacher quality and teacher education are strongly associated with student learning, and teachers of English as an additional language have the added task of supporting both language and content learning of English learners (EL) students. Teachers also play a key role in the social and emotional well‐being of their students, particularly those who are migratory or immigrant, speak languages other than English, or who have faced trauma or educational disruption, an increasing characteristic subsequent to 21st century human migration patterns. Preparing teachers through education and professional development, however, has historically followed a urban‐centric norm, setting out what teachers need to know and do for their EL students. This entry challenges metrocentric norms in teacher education and describes the place‐based needs of rural teacher education for English learner students. It offers suggestions for building place‐based EL teacher education.}, journal={The TESOL Encyclopedia of English Language Teaching}, publisher={Wiley}, author={Coady, Maria R.}, year={2019}, month={Dec}, pages={1–6} }
 @article{ho_coady_2018, title={English as a second language nurses in the United States: culture, communication, and needs for continuing education}, volume={40}, ISSN={0158-037X 1470-126X}, url={http://dx.doi.org/10.1080/0158037X.2018.1460721}, DOI={10.1080/0158037X.2018.1460721}, abstractNote={ABSTRACT The purpose of the study was to understand the role of culture in English as a Second Language (ESL) nurses’ clinical communication experiences in the United States, and how these experiences demonstrate the need for continuing education for ESL nurses. Five Taiwanese nurses who worked in U.S. health care contexts were recruited in the study. Data were collected through focus group and individual interviews, and data were analyzed using narrative and thematic analyses. Findings indicate that cultural differences in clinical settings complicated ESL nurses’ communication experiences, including linguistic and cultural diversity, the independent role of nurses, patient-centered care, and choice of speech registers. Findings further show that comprehensive on-the-job, vocational training in English for Nursing Purposes (ENP) is essential in order to assist ESL nurses’ transit between home and host country cultures. In other words, familiarising nurses with patient-centered care and different discourse patterns, developing critical thinking skills, and enhancing cultural competence should be emphasised in ESL nurses’ continuing education.}, number={2}, journal={Studies in Continuing Education}, publisher={Informa UK Limited}, author={Ho, Ya-Yu Cloudia and Coady, Maria R.}, year={2018}, month={Apr}, pages={212–233} }
 @misc{coady_yilmaz_2018, title={Home-School Partnerships}, url={http://dx.doi.org/10.1002/9781118784235.eelt0837}, DOI={10.1002/9781118784235.eelt0837}, abstractNote={Few can deny the important role of parents, caregivers, and family members in the educational success of children who are learning English. Research confirms that parental involvement facilitates academic achievement, bolsters school attendance, and decreases drop‐out rates of English learners substantially. However, definitions of “parental participation” and “parental involvement” vary greatly, and this is further compounded by different cultural views of what constitutes parental involvement (PI). Here, we frame the issue of parental involvement by reviewing various definitions of PI and describing several divergent cultural views of parental involvement for families whose children are English learners. We review research on parental involvement and the preparation of teachers to work with families. Finally, we outline pedagogical implications, discuss successful models of parental involvement, and offer suggestions for preparing teachers to work with parents speaking other languages.}, journal={The TESOL Encyclopedia of English Language Teaching}, publisher={John Wiley & Sons, Inc.}, author={Coady, Maria R. and Yilmaz, Tuba}, year={2018}, month={Jan}, pages={1–6} }
 @article{coady_olszewska_lopez_2018, title={Scholarly contributions to twenty-first century multilingualism}, volume={15}, ISSN={1479-0718 1747-7530}, url={http://dx.doi.org/10.1080/14790718.2018.1490743}, DOI={10.1080/14790718.2018.1490743}, abstractNote={Any national leader, educator, or policy-maker with an interest in the intersectionality of language, politics, and economics and who seeks a refreshing epistemic shift in view of multilingualism w...}, number={4}, journal={International Journal of Multilingualism}, publisher={Informa UK Limited}, author={Coady, Maria R. and Olszewska, Aleksandra and Lopez, Mark P.}, year={2018}, month={Jun}, pages={472–474} }
 @article{murray_coady_2018, title={The adaptation of US-based TESOL programs to the needs of Chinese EFL teachers: A case study}, volume={20}, number={9.1}, journal={The Asian EFL Journal}, author={Murray, N. and Coady, M.R.}, year={2018}, pages={75–102} }
 @article{coady_li_lopez_2018, title={Twenty-five years after the Florida Consent Decree: Does preparing all teachers work?}, volume={3}, url={http://www.fate1.org/journals/FATE-Journal-3.1.pdf}, number={1}, journal={FATE Journal}, author={Coady, M.R. and Li, S. and Lopez, M.P.S.}, year={2018}, pages={26–56} }
 @inbook{coady_ariza_2018, edition={3rd}, title={Who are our students?}, booktitle={Not for ESOL Teachers}, publisher={Kendall Hunt Publishing}, author={Coady, M.R. and Ariza, E.W.}, editor={Ariza, E.W.Editor}, year={2018}, pages={3–20} }
 @book{ariza_coady_2018, place={Kendall Hunt}, edition={5th}, title={Why TESOL?: Theory and issues in teaching English to speakers of other languages in K-12 classrooms}, author={Ariza, E.W. and Coady, M.R.}, year={2018} }
 @article{coady_heffington_marichal_2017, title={Shifting sands in Florida: Rural perspectives on immigration, education, and undocumented youth under the incoming Trump administration}, journal={Berkeley Review in Education}, author={Coady, M.R. and Heffington, D.V. and Marichal, N.}, year={2017} }
 @article{coady_harper_de jong_2015, title={Aiming for Equity: Preparing Mainstream Teachers for Inclusion or Inclusive Classrooms?}, volume={50}, ISSN={0039-8322}, url={http://dx.doi.org/10.1002/tesq.223}, DOI={10.1002/tesq.223}, abstractNote={Mainstream teachers throughout the world are increasingly expected to differentiate instruction for primary‐grade students with diverse learning needs, including second or English language learners (ELLs). Does teacher preparation translate into instructional practices for English language development? What do graduates of those programs do differently, if anything, for ELLs in their classrooms? This mixed‐methods study examined the beliefs and practices of two focal teacher graduates of a teacher preparation program that included second language training. Findings show that teacher graduates working with ELLs in primary classrooms with low numbers of ELLs used some generic accommodation strategies and just‐in‐time scaffolding techniques, but they rarely instituted specific ELL practices to facilitate the English language development of ELLs. The authors discuss implications for second language educators.}, number={2}, journal={TESOL Quarterly}, publisher={Wiley}, author={Coady, Maria R. and Harper, Candace and de Jong, Ester J.}, year={2015}, month={Feb}, pages={340–368} }
 @article{coady_coady_nelson_2015, title={Assessing the Needs of Immigrant, Latino Families and Teachers in Rural Settings: Building Home-School Partnerships}, volume={6}, ISSN={2639-0043 2639-0035}, url={http://dx.doi.org/10.1080/26390043.2015.12067786}, DOI={10.1080/26390043.2015.12067786}, abstractNote={Abstract Newly-arrived non-English speaking immigrant families living and working in rural US settings face multiple challenges, including social isolation, transportation, and access to everyday services. These challenges, coupled with language and cultural differences, impede immigrants’ ability to access educational programs that support their children’s learning. Situated in a rural Florida setting, this project sought to understand teachers’ and families’ beliefs and needs, using survey and interview data. We then describe how we developed non-traditional outreach programs and materials, such as the fotonovela, to facilitate home-school partnerships with immigrant Latino families and teachers. We discuss implications for educators.}, number={1}, journal={NABE Journal of Research and Practice}, publisher={Informa UK Limited}, author={Coady, M. R. and Coady, T. J. and Nelson, A.}, year={2015}, month={Mar}, pages={122–157} }
 @article{cho_coady_2015, title={Racial stratification, language, and identity in a multicultural school in South Korea}, volume={25}, number={5}, journal={Korean Journal of Comparative Education}, author={Cho, H.S. and Coady, M.R.}, year={2015}, pages={85–117} }
 @inbook{coady_ariza_2015, edition={2nd}, title={Second language reading development and instruction}, booktitle={Fundamentals of teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms}, publisher={Kendall Hunt Publishing}, author={Coady, M.R. and Ariza, E.}, editor={Ariza, E.W.Editor}, year={2015}, pages={223–259} }
 @inbook{zainuddin_coady_2015, edition={2nd}, title={Second language writing development and instruction}, booktitle={Fundamentals of teaching English to Speakers of Other Languages in K-12 Mainstream Classrooms}, publisher={Kendall Hunt Publishing}, author={Zainuddin, H. and Coady, M.}, editor={Ariza, E.W.Editor}, year={2015}, pages={261–295} }
 @book{coady_2014, title={Descubre: Research brief on elementary Spanish as a world language}, publisher={Santillana Publishers}, author={Coady, M.R.}, year={2014} }
 @book{coady_2014, title={Español Santillana. Research brief on secondary Spanish as a world language}, publisher={Santillana Publishers}, author={Coady, M.R.}, year={2014} }
 @article{li_chiu_coady_2014, title={The Transformative Power of Gaming Literacy}, DOI={10.1007/978-94-6209-668-4_8}, abstractNote={Few teachers and educators would dispute the daunting challenge they face today to engage students to learn in school. However, what is evident from existing research is that students are increasingly disengaged from reading and writing in school, while at the same time they take pleasure in out-of-school technology based activities, especially playing games in a digital world, surfing the Internet, communicating via instant messaging and text, and socializing on social media sites (Ito et al., 2008; Subrahmanyam & Greenfield, 2008).}, journal={Bridging Literacies with Videogames}, publisher={SensePublishers}, author={Li, Zhuo and Chiu, Chu-Chuan and Coady, Maria R.}, year={2014}, pages={129–152} }
 @inbook{coady_ariza_2014, edition={2nd}, title={Voices from the classroom}, booktitle={Not for ESOL Teachers}, publisher={Kendall Hunt Publishing}, author={Coady, M.R. and Ariza, E.W.}, year={2014} }
 @article{coady_tsehelska_2013, title={21st Century EFL: Enhancing the Communicative Approach}, volume={15}, number={5}, journal={Humanising Language Teaching}, author={Coady, M.R. and Tsehelska, M.}, year={2013}, month={Oct} }
 @book{coady_jo_2013, place={Gainesville, FL}, title={Facilitator’s guide to instructional videos: Preparing mainstream teachers for English language learners. Project DELTA Facilitator Guide and two instructional videos (75 minutes}, institution={UF College of Journalism and Communications}, author={Coady, M.R. and Jo, A.}, year={2013} }
 @misc{coady_2013, title={Ofelia B. Miramontes, Adel Nadeau, and Nancy L. Commins: Restructuring Schools for Linguistic Diversity: Linking Decision Making to Effective Programs (2nd ed.)}, volume={13}, ISSN={1568-4555 1573-1863}, url={http://dx.doi.org/10.1007/s10993-013-9281-z}, DOI={10.1007/s10993-013-9281-z}, number={3}, journal={Language Policy}, publisher={Springer Science and Business Media LLC}, author={Coady, Maria R.}, year={2013}, month={Apr}, pages={267–269} }
 @article{de jong_harper_coady_2013, title={Preparing mainstream teachers for CLD students: Enhancing the knowledge and skills that teachers of CLDs must have}, volume={52}, number={2}, journal={Theory into Practice Journal}, author={de Jong, E.J. and Harper, C.A. and Coady, M.R.}, year={2013}, pages={89–97} }
 @inbook{coady_2013, edition={2nd}, title={Using families’ ways of knowing to enhance student learning}, booktitle={Building culturally-responsive family-school partnerships: from theory to practice}, publisher={Pearson}, author={Coady, M.R.}, editor={Amatea, E.Editor}, year={2013}, pages={227–245} }
 @inbook{ross_kamman_coady_2011, edition={2nd}, title={Accepting responsibility for the learning of all students: What does it really mean?}, booktitle={Special education for today's teachers: An introduction}, publisher={Prentice Hall}, author={Ross, D.D. and Kamman, M. and Coady, M.R.}, editor={Rosenberg, M. and Westling, D. and McLeskey, J.Editors}, year={2011}, pages={52–81} }
 @article{stacciarini_wiens_coady_schwait_pérez_locke_laflam_page_bernardi_2011, title={CBPR: Building Partnerships with Latinos in a Rural Area for a Wellness Approach to Mental Health}, volume={32}, ISSN={0161-2840 1096-4673}, url={http://dx.doi.org/10.3109/01612840.2011.576326}, DOI={10.3109/01612840.2011.576326}, abstractNote={Using Community-Based Participatory Research, this study describes the ongoing collaboration between Latino community leaders and academic partners to develop a mental health promotion intervention for rural Latinos in Florida. Two strategies were used: (1) Community Advisory Board (CAB) members completed a Latino Community Partners Survey (LCPS) and (2) scribe notes were taken during CAB meetings. The LCPS demonstrated not only the CAB's knowledge about the community but the readiness of leaders to get involved in the community-academic partnership. Thematic analysis of scribe notes revealed four main categories: caring, knowledges, interpersonal dynamics, and future impact in the community. CAB members greatly enhanced academic partners’ understanding of the community's needs as well as of their own culturally-specific knowledge.}, number={8}, journal={Issues in Mental Health Nursing}, publisher={Informa UK Limited}, author={Stacciarini, Jeanne-Marie R. and Wiens, Brenda and Coady, Maria and Schwait, Anna B. and Pérez, Awilda and Locke, Barbara and LaFlam, Melody and Page, Viodelda and Bernardi, Karla}, year={2011}, month={Jul}, pages={486–492} }
 @article{coady_harper_de jong_2011, title={From Preservice to Practice: Mainstream Elementary Teacher Beliefs of Preparation and Efficacy with English Language Learners in the State of Florida}, volume={34}, ISSN={1523-5882 1523-5890}, url={http://dx.doi.org/10.1080/15235882.2011.597823}, DOI={10.1080/15235882.2011.597823}, abstractNote={The relationship between English Language Learners' (ELL) academic achievement and teacher education programs that prepare preservice teachers for working with those students has largely been ignored in the literature to date. This article reports findings from a study of how graduates from one elementary teacher education program, in which the state-required English for Speakers of Other Languages (ESOL) teacher credential has been “infused” evaluated their preparedness for and efficacy in working with ELLs in mainstream classroom settings. Our analysis of 85 survey responses revealed a positive relationship between teachers' views of their preparation for and effectiveness in teaching ELLs. A positive association was also found between teachers' ability to speak a language other than English (LOTE) and their level of preparedness to teach ELLs. Teacher graduates considered direct field experiences with ELLs to be the most helpful component of the preservice preparation program. Survey findings and implications for teacher preparation programs and the preparation of high-quality teachers of ELLs are discussed.}, number={2}, journal={Bilingual Research Journal}, publisher={Informa UK Limited}, author={Coady, Maria and Harper, Candace and de Jong, Ester, *}, year={2011}, month={Jun}, pages={223–239} }
 @article{kranzler_flores_coady_2010, title={Examination of the Cross-Battery Approach for the Cognitive Assessment of Children and Youth From Diverse Linguistic and Cultural Backgrounds}, volume={39}, ISSN={2372-966X}, url={http://dx.doi.org/10.1080/02796015.2010.12087764}, DOI={10.1080/02796015.2010.12087764}, abstractNote={Abstract. Flanagan, Ortiz, and Alfonso (2007) recently developed the Culture-Language Interpretive Matrices (C-LIMs) for the cognitive assessment of children and youth from culturally and linguistically diverse backgrounds. To examine the utility of this new approach, we administered the Woodcock-Johnson Tests of Cognitive Abilities to a sample of students receiving English as a second language services in public school settings who had not been referred for special education services. Results of within-subjects analyses of the predicted effects of linguistic demand and of cultural loading on subtest scores in the C-LIM were nonsignificant. Although a statistically significant (decreasing) trend was observed for the effect of linguistic demand and cultural loading combined, post hoc analyses revealed that this finding was attributable to a significantly higher score on one subtest and did not reflect significant differences among all three subtests in this contrast. Moreover, only 13% of the sample had a pattern of test scores that was consistent with Flanagan et al.’s C-LIM predictions of the pattern of subtest scores predicted for children and youth from diverse backgrounds. In sum, results of our study suggest that further research is needed to substantiate the use of C-LIMs for diagnostic purposes with diverse populations.}, number={3}, journal={School Psychology Review}, publisher={Informa UK Limited}, author={Kranzler, John H. and Flores, Cindi G. and Coady, Maria}, year={2010}, month={Sep}, pages={431–446} }
 @article{coady_cruz-davis_flores_2010, title={Home-School communication practices with (im)migrant families in north Florida}, volume={1}, number={2}, journal={Research Matters}, publisher={College of Education, University of Florida}, author={Coady, M.R. and Cruz-Davis, J. and Flores, C.}, year={2010}, pages={4} }
 @inbook{coady_de jong_harper_2010, place={Washington, DC}, title={Quality teacher preparation for ELLs: Preliminary findings from Florida}, booktitle={Professional Development in Action: Improving Teaching for English Learners}, publisher={National Clearinghouse for English Language Acquisition}, author={Coady, M.R. and de Jong, E.J. and Harper, C.A.}, editor={Casteel, C.J. and Ballantyne, K.G.Editors}, year={2010}, pages={97–99} }
 @article{stacciarini_shattell_coady_wiens_2010, title={Review: Community-Based Participatory Research Approach to Address Mental Health in Minority Populations}, volume={47}, ISSN={0010-3853 1573-2789}, url={http://dx.doi.org/10.1007/s10597-010-9319-z}, DOI={10.1007/s10597-010-9319-z}, abstractNote={In this review, a synthesis of studies employing community-based participatory research (CBPR) to address mental health problems of minorities, strengths and challenges of the CBPR approach with minority populations are highlighted. Despite the fact that minority community members voiced a need for innovative approaches to address culturally unique issues, findings revealed that most researchers continued to use the traditional methods in which they were trained. Moreover, researchers continued to view mental health treatment from a health service perspective.}, number={5}, journal={Community Mental Health Journal}, publisher={Springer Science and Business Media LLC}, author={Stacciarini, Jeanne-Marie R. and Shattell, Mona M. and Coady, Maria and Wiens, Brenda}, year={2010}, month={May}, pages={489–497} }
 @article{coady_ariza_2010, title={Struggling for meaning and identity (and a passing grade): High-stakes writing in English as a second language}, volume={34}, url={http://mextesol.net/journal/public/files/0c14f54ff56bcf2c821a50147fac3dcf.pdf}, number={1}, journal={MEXTESOL}, author={Coady, M.R. and Ariza, E.}, year={2010}, pages={11–27} }
 @article{coady_moore_2010, title={Using Libros: The emergent bi-literacy development of Spanish-speaking children}, volume={2}, journal={TESOL Journal}, author={Coady, M.R. and Moore, C.}, year={2010}, pages={91–108} }
 @article{wu_coady_2010, title={‘The United States is America?’: a cultural perspective on READ 180 materials}, volume={23}, ISSN={0790-8318 1747-7573}, url={http://dx.doi.org/10.1080/07908318.2010.494732}, DOI={10.1080/07908318.2010.494732}, abstractNote={READ 180 is a reading program primarily designed for both struggling readers and English language learners (ELLs) in the United States. In this paper, we report findings from a qualitative study that investigated how four adolescent ELLs responded to using READ 180, particularly in relation to their cultural needs. Findings from the study showed that READ 180 provided some culturally responsive interaction and activities, principally in terms of thematic units, but was unable to respond to the unique cultural needs and background knowledge of each ELL to facilitate reading development. We discuss the implications of these findings for culturally responsive pedagogy and curriculum planning.}, number={2}, journal={Language, Culture and Curriculum}, publisher={Informa UK Limited}, author={Wu, Chiu-hui and Coady, Maria R.}, year={2010}, month={Jul}, pages={153–165} }
 @article{coady_cruz-davis_flores_2009, title={Personalmente</i>: Home–School Communication Practices with (Im)Migrant Families in North Florida}, volume={31}, ISSN={1523-5882 1523-5890}, url={http://dx.doi.org/10.1080/15235880802640714}, DOI={10.1080/15235880802640714}, abstractNote={Abstract This paper presents findings from a qualitative study that investigated home–school communication practices from two school districts in north Florida. Specifically, this study focuses on communication between education professionals and Spanish-speaking parents who were immigrant and migrant farmworkers. In this paper we use the term (im)migrant when referring to families that are both migrant and immigrant to represent the unique characteristics of the group. While prior research has examined communication practices for culturally and linguistically diverse populations, scant research has explored the context with (im)migrant families. Through field notes, home observations, and semistructured interviews, data were collected from parents, school personnel (including teachers, aides, and ESOL district coordinators), and staff from the area Migrant Education Program (MEP). Findings reveal two major themes: differing ideologies of communication, and confounding roles and responsibilities among study participants regarding communication processes and practices. The study found that families that are (im)migrant have unique needs that require nontraditional outreach efforts and communication practices. We discuss implications for education professionals working with this population.}, number={1-2}, journal={Bilingual Research Journal}, publisher={Informa UK Limited}, author={Coady, Maria R. and Cruz-Davis, Joel and Flores, Cindi G.}, year={2009}, month={Mar}, pages={251–270} }
 @article{coady_harper_de jong_2009, title={Quality Teacher Preparation for ELLs: Preliminary Findings from Florida}, volume={2}, number={2}, journal={National Clearinghouse for English Language Acquisition. AccELLerate}, author={Coady, M.R. and Harper, C.A. and de Jong, E.J.}, year={2009}, pages={8–10} }
 @inbook{coady_2009, title={Solamente libros importantes”: Literacy practices and ideologies of migrant farmworking families in north central Florida}, booktitle={Multicultural families, home literacies and mainstream schooling}, publisher={New Age}, author={Coady, M.}, editor={Li, G.Editor}, year={2009}, pages={113–128} }
 @article{de jong_coady_harper_2009, title={Special Education/English Language Learners}, journal={Innovation and Reform in Teacher Education}, publisher={American Association of Colleges of Teacher Education}, author={de Jong, E.J. and Coady, M.R. and Harper, C.A.}, year={2009}, month={Jun}, pages={30–31} }
 @inbook{coady_2009, title={Using families’ ways of knowing to enhance student learning}, booktitle={Building culturally-responsive family-school partnerships: From theory to practice}, publisher={Pearson}, author={Coady, M.R.}, editor={Amatea, E.Editor}, year={2009}, pages={231–251} }
 @inbook{ross_kamman_coady_2008, title={Accepting responsibility for the learning of all students: What does it really mean?}, booktitle={Special education for today's teachers: An introduction}, publisher={Prentice Hall}, author={Ross, D.D. and Kamman, M. and Coady, M.R.}, editor={Rosenberg, M. and Westling, D. and McLeskey, J.Editors}, year={2008}, pages={52–81} }
 @misc{hawkins_coady_2008, title={Where Do I Go From Here?: Meeting the Unique Educational Needs of Migrant Students}, volume={42}, ISSN={0039-8322 1545-7249}, url={http://dx.doi.org/10.1002/j.1545-7249.2008.tb00158.x}, DOI={10.1002/j.1545-7249.2008.tb00158.x}, abstractNote={TESOL QuarterlyVolume 42, Issue 4 p. 679-681 Where Do I Go From Here?: Meeting the Unique Educational Needs of Migrant Students MARGARET HAWKINS, MARGARET HAWKINS University of WisconsinSearch for more papers by this authorMARIA R. COADY, MARIA R. COADY University of Florida Gainesville, Florida, United StatesSearch for more papers by this author MARGARET HAWKINS, MARGARET HAWKINS University of WisconsinSearch for more papers by this authorMARIA R. COADY, MARIA R. COADY University of Florida Gainesville, Florida, United StatesSearch for more papers by this author First published: 30 December 2011 https://doi.org/10.1002/j.1545-7249.2008.tb00158.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume42, Issue4December 2008Pages 679-681 RelatedInformation}, number={4}, journal={TESOL Quarterly}, publisher={Wiley}, author={Hawkins, Margaret and Coady, Maria R.}, year={2008}, month={Dec}, pages={679–681} }
 @article{coady_silver_2007, title={Service learning with vulnerable populations: Pre-service teachers and migrant farm workers in north central Florida}, volume={1}, url={http://www.fate1.org/journals/2007/coady.pdf}, number={7}, journal={Florida Association of Teacher Educators Journal}, author={Coady, M.R. and Silver, P.}, year={2007}, pages={18–34} }
 @inbook{coady_hamann_harrington_pacheco_pho_yedlin_2007, title={Successful schooling for ELLs: Principles for building responsive learning environments}, booktitle={Inclusive pedagogy for English language learners: A handbook of research-informed practices}, publisher={Lawrence Erlbaum Associates}, author={Coady, M.R. and Hamann, E.T. and Harrington, M. and Pacheco, M. and Pho, S. and Yedlin, J.}, editor={Verplaetse, L.S. and Migliacci, N.Editors}, year={2007}, pages={245–255} }
 @article{coady_2006, title={Field trip plants seeds of hope for migrant farm workers}, journal={Education Times}, publisher={University of Florida College of Education}, author={Coady, M.R.}, year={2006} }
 @article{coady_2006, title={Libros de familia: UF students make “book” visits to migrant families}, volume={7}, number={1}, journal={ST&L Chronicle}, publisher={University of Florida College of Education}, author={Coady, M.R.}, year={2006} }
 @article{coady_2006, title={¿Qué pasa with bilingualism in north central Florida?}, volume={3}, number={4}, journal={Essential Teacher}, author={Coady, M.R.}, year={2006}, month={Dec} }
 @article{coady_escamilla_2005, title={Audible voices, visible tongues: Exploring social realities in Spanish-speaking students’ writing}, volume={82}, number={6}, journal={Language Arts}, author={Coady, M.R. and Escamilla, K.}, year={2005}, pages={462–471} }
 @article{de jong_coady_2005, title={Introduction to special topics issue}, volume={3}, number={2}, journal={SSTESOL Journal: Bilingualism and Bilingual Education}, author={de Jong, E.J. and Coady, M.R.}, year={2005}, pages={1–3} }
 @article{coady_2004, title={Bilingual students’ writing as instructional inspiration}, volume={6}, number={1}, journal={Bilingual Basics}, author={Coady, M.R.}, year={2004}, pages={1–6} }
 @article{coady_2004, title={Challenges and opportunities in literacy development of Spanish-speaking students}, volume={4}, number={1}, journal={Sunshine State TESOL Journal}, author={Coady, M.R.}, year={2004}, pages={15–23} }
 @inbook{coady_ó laoire_2004, title={Diglossic patterning in all-Irish schools? The case of Gaelscoileanna in the Republic of Ireland}, booktitle={Bilingual socialization and bilingual language acquisition}, publisher={Servico de Publicaciones de la Universidad de Vigo}, author={Coady, M.R. and Ó Laoire, M.}, editor={Lorenzo Suárez, M. and Ramallo, F. and Rodriguez-Yanez, X.P.Editors}, year={2004}, pages={465–481} }
 @article{coady_2004, title={English books and Irish aspirations: Language and material artifacts in two Irish medium schools}, volume={8}, journal={Journal of Celtic Language Learning}, author={Coady, M.R.}, year={2004}, pages={5–23} }
 @article{coady_2004, title={Meeting the needs?: English language initiative with migrant farmworking families in greater Gainesville}, journal={Education Times}, publisher={University of Florida College of Education}, author={Coady, M.R.}, year={2004} }
 @book{coady_hamann_harrington_pacheco_pho_yedlin_2003, place={Providence, RI}, title={Claiming opportunities: A handbook for improving education for English language learners through comprehensive school reform}, institution={Brown University and the Northeast and Islands Regional Laboratory}, author={Coady, M.R. and Hamann, E.T. and Harrington, M. and Pacheco, M. and Pho, S. and Yedlin, J.}, year={2003} }
 @inbook{coady_2002, place={Providence, RI}, title={Learning a second language}, booktitle={The Diversity Kit: An Introductory Resource for Social Change in Education}, publisher={Brown University and the Northeast and Islands REL}, author={Coady, M.R.}, year={2002}, pages={25–52} }
 @article{coady_ó laoire_2002, title={Mismatches in Language Policy and Practice in Education: The Case of Gaelscoileanna in the Republic of Ireland}, volume={1}, DOI={10.1023/A:1016102201242}, number={2}, journal={Language Policy: An International Journal}, author={Coady, M.R. and Ó Laoire, M.}, year={2002}, pages={143–158} }
 @inbook{escamilla_coady_2001, title={Assessing the writing of Spanish speaking students: Issues and suggestions}, booktitle={Handbook for literacy assessment for bilingual learners}, publisher={Allyn & Bacon}, author={Escamilla, K. and Coady, M.R.}, editor={Tinajero, J. and Hurley, S.Editors}, year={2001}, pages={43–63} }
 @article{coady_2001, title={Attitudes Toward Bilingualism in Ireland}, volume={25}, ISSN={1523-5882 1523-5890}, url={http://dx.doi.org/10.1080/15235882.2001.10162784}, DOI={10.1080/15235882.2001.10162784}, abstractNote={Abstract The Irish Republic has developed and implemented language maintenance and language revival policies since gaining independence from British rule in 1922. At that time, the new Irish government envisioned a bilingual state in which both Irish and English would be used (Ó Riagáin, 1997), and language policies were created to support that goal. Such policies were implemented using schools as the primary vehicle to maintain and revive the Irish language. As a result, two distinct forms of schooling were differentiated for language majority, English-speaking students. The first involves schools in which English is used as the primary medium of instruction, with Irish taught as a compulsory subject in school. Second are immersion schools, known as Gaelscoileanna, in which Irish is used as the medium of instruction apart from the teaching of English. This paper explores students' and parents' attitudes toward bilingualism in Ireland among students who participate in these two different types of schools. The study utilized an adapted questionnaire from Cazabon, Lambert, and Hall (1993). Qualitative research findings from focus group interviews with students supplement findings from the questionnaire. Findings suggest that qualitative data provide important insight to understanding the complexity of attitudes toward bilingualism.}, number={1-2}, journal={Bilingual Research Journal}, publisher={Informa UK Limited}, author={Coady, Maria R.}, year={2001}, month={Jan}, pages={39–58} }