Elizabeth R Howard
Biographic Data
| ID | 1584906 |
|---|---|
| NAME | Elizabeth R Howard |
| GIVEN NAMES | Elizabeth R |
| FAMILY NAME | Howard |
| SIGNATURE | HOWARD E R |
| AFFILIATIONS | University of Connecticut |
| ORCID | 0000-0003-4931-8645 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 35 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2000 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Developing a Pinyin curriculum for early biliteracy development in a Mandarin-English dual language program
The rapid expansion of Mandarin-English dual language (DL) programs in the U.S. has raised essential questions about biliteracy development, especially regarding the timing and approach for introducing Pinyin – a Romanized phonetic system for Mandarin literacy. Grounded in Chung, Chen, & Geva’s interactive transfer framework (2019), the study adopts a design-based research approach with iterative cycles of curriculum design, implementation, and r…
School leadership envisions sociocultural competence: A case study of one private dual language bilingual education school in Central America
Multiple conceptualizations of sociocultural competence, coupled with the elevation of issues related to social justice and the promotion of equitable practices in DLBE programs has, unsurprisingly, raised urgent questions of practice for school leaders . School administrators in DLBE programs need guidance and examples of how to implement school-wide systems that support the development of sociocultural competence. In this case study, three soci…
Using social network analysis to investigate sociocultural competence among kindergarteners in a two-way immersion classroom
Sociocultural competence is the third goal of TWI programs, yet there is a lack of consensus on what it looks like in terms of student outcomes in the classroom. As an inherently social construct, sociocultural competence leads to successful interactions with people who are different from each other along various dimensions. Sociocultural competence in TWI classrooms, specifically, may manifest in successful friendship formation among students ac…
Tensions between equity and elitism for local scholarship students in an international school
Intercultural competence (IC), a desired outcome in many international schools, comprises the necessary knowledge, skills, and attitudes to effectively navigate intercultural situations. However, international schools are often elite institutions catering to affluent expatriates and host country nationals, thus aligning the development of IC to elite norms. This study explored the perspectives of six local scholarship students in a Central Americ…
Kindergarteners’ perceptions of belonging and inclusion in a two-way immersion classroom
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. This study explores how kindergarteners articulate a sense of belonging in a socio-linguistically dive…
Exploring Associations Among Writing Self-Perceptions, Writing Abilities, and Native Language of English-Spanish Two-Way Immersion Students
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 speakers reported higher English writing self-perceptions than native Spanish speakers. However, nat…
The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development
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 settings: 292 Spanish-speaking kindergarteners in mostly English instruction, 85 Spanish-speaking thir…
Can yu rid guat ay rot? A Developmental Investigation of Cross-Linguistic Spelling Errors Among Spanish–English Bilingual Students
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 2nd grade to 4th grade. Data analysis consisted of t-tests and multiple regression. The incidence of cros…
Integration in two-way immersion education: Equalising linguistic benefits for all students
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-native speaker integration is considered essential in these programmes to achieve positive academic, li…
Second Language Writing Development in English and in Spanish in a Two-way Immersion Programme
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 development of a native English speaker, both enrolled in a two-way immersion program in the USA. Data …
The Development of the English Developmental Contrastive Spelling Test: A Tool for Investigating Spanish Influence on English Spelling Development
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 attributes characterize the spelling measure described in this article. First, it is developmental, meaning t…
The Spanish Developmental Contrastive Spelling Test: An Instrument for Investigating Intra-Linguistic and Crosslinguistic Influences on Spanish-Spelling Development
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. Two underlying attributes characterize the spelling measure described here. First, it is developmen…
Bilingualism for All: Two-Way Immersion Education in the United States
2000). Bilingualism for All: Two-Way Immersion Education in the United States. Theory Into Practice: Vol. 39, Children and Languages at School, pp. 258-266
Bilingualism for All: Two-Way Immersion Education in the United States
2000). Bilingualism for All: Two-Way Immersion Education in the United States. Theory Into Practice: Vol. 39, Children and Languages at School, pp. 258-266
The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development
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 settings: 292 Spanish-speaking kindergarteners in mostly English instruction, 85 Spanish-speaking thir…
Kindergarteners’ perceptions of belonging and inclusion in a two-way immersion classroom
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. This study explores how kindergarteners articulate a sense of belonging in a socio-linguistically dive…
Can yu rid guat ay rot? A Developmental Investigation of Cross-Linguistic Spelling Errors Among Spanish–English Bilingual Students
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 2nd grade to 4th grade. Data analysis consisted of t-tests and multiple regression. The incidence of cros…
The Development of the English Developmental Contrastive Spelling Test: A Tool for Investigating Spanish Influence on English Spelling Development
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 attributes characterize the spelling measure described in this article. First, it is developmental, meaning t…
Bilingualism for All: Two-Way Immersion Education in the United States
2000). Bilingualism for All: Two-Way Immersion Education in the United States. Theory Into Practice: Vol. 39, Children and Languages at School, pp. 258-266
The Spanish Developmental Contrastive Spelling Test: An Instrument for Investigating Intra-Linguistic and Crosslinguistic Influences on Spanish-Spelling Development
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. Two underlying attributes characterize the spelling measure described here. First, it is developmen…
The Development of the English Developmental Contrastive Spelling Test: A Tool for Investigating Spanish Influence on English Spelling Development
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 attributes characterize the spelling measure described in this article. First, it is developmental, meaning t…
Second Language Writing Development in English and in Spanish in a Two-way Immersion Programme
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 development of a native English speaker, both enrolled in a two-way immersion program in the USA. Data …
Integration in two-way immersion education: Equalising linguistic benefits for all students
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-native speaker integration is considered essential in these programmes to achieve positive academic, li…
Can yu rid guat ay rot? A Developmental Investigation of Cross-Linguistic Spelling Errors Among Spanish–English Bilingual Students
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 2nd grade to 4th grade. Data analysis consisted of t-tests and multiple regression. The incidence of cros…
The Importance of SES, Home and School Language and Literacy Practices, and Oral Vocabulary in Bilingual Children’s English Reading Development
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 settings: 292 Spanish-speaking kindergarteners in mostly English instruction, 85 Spanish-speaking thir…
Exploring Associations Among Writing Self-Perceptions, Writing Abilities, and Native Language of English-Spanish Two-Way Immersion Students
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 speakers reported higher English writing self-perceptions than native Spanish speakers. However, nat…
Kindergarteners’ perceptions of belonging and inclusion in a two-way immersion classroom
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. This study explores how kindergarteners articulate a sense of belonging in a socio-linguistically dive…
Tensions between equity and elitism for local scholarship students in an international school
Intercultural competence (IC), a desired outcome in many international schools, comprises the necessary knowledge, skills, and attitudes to effectively navigate intercultural situations. However, international schools are often elite institutions catering to affluent expatriates and host country nationals, thus aligning the development of IC to elite norms. This study explored the perspectives of six local scholarship students in a Central Americ…
Using social network analysis to investigate sociocultural competence among kindergarteners in a two-way immersion classroom
Sociocultural competence is the third goal of TWI programs, yet there is a lack of consensus on what it looks like in terms of student outcomes in the classroom. As an inherently social construct, sociocultural competence leads to successful interactions with people who are different from each other along various dimensions. Sociocultural competence in TWI classrooms, specifically, may manifest in successful friendship formation among students ac…
Developing a Pinyin curriculum for early biliteracy development in a Mandarin-English dual language program
The rapid expansion of Mandarin-English dual language (DL) programs in the U.S. has raised essential questions about biliteracy development, especially regarding the timing and approach for introducing Pinyin – a Romanized phonetic system for Mandarin literacy. Grounded in Chung, Chen, & Geva’s interactive transfer framework (2019), the study adopts a design-based research approach with iterative cycles of curriculum design, implementation, and r…
School leadership envisions sociocultural competence: A case study of one private dual language bilingual education school in Central America
Multiple conceptualizations of sociocultural competence, coupled with the elevation of issues related to social justice and the promotion of equitable practices in DLBE programs has, unsurprisingly, raised urgent questions of practice for school leaders . School administrators in DLBE programs need guidance and examples of how to implement school-wide systems that support the development of sociocultural competence. In this case study, three soci…
Psychology (12 works) · Multilingual Education and Policy (10 works) · Pedagogy (9 works) · Linguistics (8 works) · Mathematics education (7 works) · Sociology (7 works) · Bilingual education (6 works) · EFL/ESL Teaching and Learning (6 works) · Computer Science (5 works) · Second Language Learning and Teaching (5 works)