Alba A Ortiz
Datos Biográficos
| ID | 5741014 |
|---|---|
| NOMBRE | Alba A Ortiz |
| NOMBRES | Alba A |
| APELLIDO | Ortiz |
| FIRMA | ORTIZ A A |
| AFILIACIONES | The University of Texas at Austin |
| VERIFICADO | No |
| TOTAL DE OBRAS | 33 |
| TOTAL DE CITAS | 35 |
| TOTAL COMO AUTOR | 33 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1995 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2023 |
| ÍNDICE H | 3 |
Agents for change
What matters in the education of emergent bilinguals
Educational equity for emergent bilinguals
Learning from Uvalde
Enlaces prometedores
The science of teaching reading and English learners
Schools in the U.S. have yet to achieve the goal that every student read at grade level or above by the end of grade 3, a goal first articulated twenty years ago in the No Child Left Behind Act of
Examining multidirectional flows of language and knowledge for equitable access to STEM and biliteracy education
Loss or rebirth? Bilingual educators and communities during the time of Covid
According to a policy brief by the United Nations on COVID-19 and education, the “pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners
Bilingual educators
This issue is published at a time of challenges and unrest across the country and the world. During the Spring of 2020 efforts to prevent the spread of COVID-19 impacted the lives of children, fami
The education of emergent bilinguals with disabilities
In 1968, Lloyd Dunn wrote a classic article on the over-representation of “socioculturally deprived” children in special education programs. He attributed disproportionality to several factors, inc
Incorporating oral language assessment into MTSS/RTI frameworks
In Multi-tiered System of Support (MTSS) and Response to Intervention (RTI) models, the reading achievement of English Learners (ELs) is assessed multiple times during the school year to monitor students’ progress toward meeting grade-level reading standards. Most MTSS/RTI frameworks do not include a comparable system for assessing oral language development. The English Learner Oral Narrative Scale (ELONS) was developed as an informal, criterion-…
Applying an intersectionality lens to education policy and practice for emergent bilinguals
Each of us is a container of some kind. The label signals to the world what is presumed to be inside and what is to be done with it. The label tells you which shelf your container supposedly belong
Co-editor’s introduction
Drawing on humanizing pedagogy (Franquiz & Salazar, 2004; Salazar, 2013) and on humanizing research methods (Paris & Winn, 2013), bi(multi)lingual and bi(multi)literacy scholars agree that children
Coeditors’ introduction
A growing body of research shows that dual language programs, both one-way and two-way models, are effective in closing achievement gaps between English Learners (ELs) and their non-EL peers (Thoma
Coeditors’ Introduction
Coeditors’ Introduction
Coeditors’ Introduction
In the United States what we typically refer to as the master figured world of bilingual education was “figured” during the struggles for civil rights of the 1960s and 1970s. The landmark 1974 Supr
Coeditors’ Introduction
As the language landscape of the U.S. expands as a result of a rapidly increasing population of emergent bilingual learners, some education stakeholders hold on to strict legislated language polici
Coeditors’ Introduction
To communicate effectively, bilingual teachers and students employ language resources from two codes very strategically. Contextual factors such as language policies and audience are strong influen
Coeditors’ Introduction
This issue of the Bilingual Research Journal (Volume 37, Number 2) is dedicated to our friend and colleague, Janette Kettman Klingner (November 14, 1953–March 20, 2014). A professor at the Universi
Coeditors' Introduction
Coeditors' Introduction
Coeditors' Introduction
Coeditor's Introduction
In this issue of the Bilingual Research Journal we take on a view of critical literacy as an affirmative framework for talking about teaching and learning across grades—a notion that took hold seve
Coeditors' Introduction
Supporting students' social and academic language development is a critical responsibility of teachers who work with English Language Learners (ELLs). However, meeting this responsibility can be di
The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education
Data from three interrelated studies of English Language Learners who were identified as having reading-related learning disabilities suggest that the majority of participants were misclassified. Bilingual education teachers and other educational professionals had difficulty distinguishing students for whom special education referral was appropriate from those whose learning problems could be explained by factors such as inconsistent schooling or…
The education of emergent bilinguals with disabilities
In 1968, Lloyd Dunn wrote a classic article on the over-representation of “socioculturally deprived” children in special education programs. He attributed disproportionality to several factors, inc
Coeditors’ introduction
A growing body of research shows that dual language programs, both one-way and two-way models, are effective in closing achievement gaps between English Learners (ELs) and their non-EL peers (Thoma
Enhancing Achievement for Language Minority Students
Agents for change
Enlaces prometedores
Coeditors' Introduction
A mantra in the research literature is that explicit, systematic instruction in the “big five” components of reading—phonemic awareness, phonics, vocabulary, comprehension, and fluency (Snow, Burns
Educational equity for emergent bilinguals
The science of teaching reading and English learners
Schools in the U.S. have yet to achieve the goal that every student read at grade level or above by the end of grade 3, a goal first articulated twenty years ago in the No Child Left Behind Act of
Loss or rebirth? Bilingual educators and communities during the time of Covid
According to a policy brief by the United Nations on COVID-19 and education, the “pandemic has created the largest disruption of education systems in history, affecting nearly 1.6 billion learners
Incorporating oral language assessment into MTSS/RTI frameworks
In Multi-tiered System of Support (MTSS) and Response to Intervention (RTI) models, the reading achievement of English Learners (ELs) is assessed multiple times during the school year to monitor students’ progress toward meeting grade-level reading standards. Most MTSS/RTI frameworks do not include a comparable system for assessing oral language development. The English Learner Oral Narrative Scale (ELONS) was developed as an informal, criterion-…
Coeditors’ Introduction
Coeditors’ Introduction
In the United States what we typically refer to as the master figured world of bilingual education was “figured” during the struggles for civil rights of the 1960s and 1970s. The landmark 1974 Supr
Serving Hispanic Students with Learning Disabilities
Educators continue to have difficulty distinguishing learning disabilities from second language differences among Hispanic students. This article identifies major issues in the identification, assessment, and placement of Hispanic students in programs for students with learning disabilities, with a focus on limited English proficient Hispanic students. The authors recommend policies and practices which can help safeguard these students against in…
Serving Hispanic Students with Learning Disabilities
Educators continue to have difficulty distinguishing learning disabilities from second language differences among Hispanic students. This article identifies major issues in the identification, assessment, and placement of Hispanic students in programs for students with learning disabilities, with a focus on limited English proficient Hispanic students. The authors recommend policies and practices which can help safeguard these students against in…
Enhancing Achievement for Language Minority Students
Justifying and Explaining Disproportionality, 1968–2008
Special education has made considerable advances in research, policy, and practice in its short history. However, students from historically underserved groups continue to be disproportionately identified as requiring special education. Support for color-blind practices and policies can justify racial disproportionality in special education and signal a retrenchment to deficit views about students from historically underserved groups. We respond …
The Role of Bilingual Education Teachers in Preventing Inappropriate Referrals of ELLs to Special Education
Data from three interrelated studies of English Language Learners who were identified as having reading-related learning disabilities suggest that the majority of participants were misclassified. Bilingual education teachers and other educational professionals had difficulty distinguishing students for whom special education referral was appropriate from those whose learning problems could be explained by factors such as inconsistent schooling or…
Coeditors' Introduction
Coeditors' Introduction
Coeditors' Introduction
Coeditor's Introduction
In this issue of the Bilingual Research Journal we take on a view of critical literacy as an affirmative framework for talking about teaching and learning across grades—a notion that took hold seve
Coeditors' Introduction
Supporting students' social and academic language development is a critical responsibility of teachers who work with English Language Learners (ELLs). However, meeting this responsibility can be di
Coeditors' Introduction
A mantra in the research literature is that explicit, systematic instruction in the “big five” components of reading—phonemic awareness, phonics, vocabulary, comprehension, and fluency (Snow, Burns
Coeditors' Introduction
Coeditors' Introduction
Coeditors' Introduction
Coeditors’ Introduction
As the language landscape of the U.S. expands as a result of a rapidly increasing population of emergent bilingual learners, some education stakeholders hold on to strict legislated language polici
Coeditors’ Introduction
To communicate effectively, bilingual teachers and students employ language resources from two codes very strategically. Contextual factors such as language policies and audience are strong influen
Coeditors’ Introduction
This issue of the Bilingual Research Journal (Volume 37, Number 2) is dedicated to our friend and colleague, Janette Kettman Klingner (November 14, 1953–March 20, 2014). A professor at the Universi
Coeditors’ Introduction
Coeditors’ Introduction
Coeditors’ Introduction
In the United States what we typically refer to as the master figured world of bilingual education was “figured” during the struggles for civil rights of the 1960s and 1970s. The landmark 1974 Supr
Coeditors’ introduction
A growing body of research shows that dual language programs, both one-way and two-way models, are effective in closing achievement gaps between English Learners (ELs) and their non-EL peers (Thoma
Co-editor’s introduction
Drawing on humanizing pedagogy (Franquiz & Salazar, 2004; Salazar, 2013) and on humanizing research methods (Paris & Winn, 2013), bi(multi)lingual and bi(multi)literacy scholars agree that children
Bilingual educators
This issue is published at a time of challenges and unrest across the country and the world. During the Spring of 2020 efforts to prevent the spread of COVID-19 impacted the lives of children, fami
The education of emergent bilinguals with disabilities
In 1968, Lloyd Dunn wrote a classic article on the over-representation of “socioculturally deprived” children in special education programs. He attributed disproportionality to several factors, inc
Incorporating oral language assessment into MTSS/RTI frameworks
In Multi-tiered System of Support (MTSS) and Response to Intervention (RTI) models, the reading achievement of English Learners (ELs) is assessed multiple times during the school year to monitor students’ progress toward meeting grade-level reading standards. Most MTSS/RTI frameworks do not include a comparable system for assessing oral language development. The English Learner Oral Narrative Scale (ELONS) was developed as an informal, criterion-…
Applying an intersectionality lens to education policy and practice for emergent bilinguals
Each of us is a container of some kind. The label signals to the world what is presumed to be inside and what is to be done with it. The label tells you which shelf your container supposedly belong
Psychology (31 obras) · Pedagogy (28 obras) · Sociology (28 obras) · Mathematics education (24 obras) · Bilingual education (14 obras) · Multilingual Education and Policy (12 obras) · Neuroscience of multilingualism (10 obras) · EFL/ESL Teaching and Learning (9 obras) · Political science (9 obras) · Second Language Learning and Teaching (9 obras)