Jennifer Renn
Biographic Data
| ID | 4054944 |
|---|---|
| NAME | Jennifer Renn |
| GIVEN NAMES | Jennifer |
| FAMILY NAME | Renn |
| SIGNATURE | RENN J |
| AFFILIATIONS | Purdue University West Lafayette |
| ORCID | 0000-0002-1661-6745 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Longitudinal insights on transformative instructional coaching for DLBE teachers across diverse models and contexts
Read Aloud Scaffolding for Language and Content Learning With Emergent Bilinguals
This study investigates the types of scaffolding strategies employed by elementary teachers during read aloud sessions, with a specific focus on emergent bilingual students. Through a multi‐site explanatory case study involving 14 elementary teachers across four districts, we analyzed the frequency and quality of scaffold use, categorizing them into interactive, linguistic, visual, and kinesthetic types. Findings reveal that interactive and lingu…
Coaching for Agency, Authority and Advocacy in Dual Language Bilingual Education
In education broadly, and in dual language bilingual education (DLBE) specifically, advocacy for marginalized student populations is recognized as a teacher’s responsibility. Yet, advocacy represents both an orientation and a skill set that teachers must develop. Therefore, there is a need to better understand how teachers can be supported in developing their capacity to advocate. Approaching advocacy in terms of teacher agency and authority, we …
Supporting bilingualism during the Covid-19 pandemic
Fostering Educator Buy-in of Language and Literacy in the Science Classroom
This paper describes a project to build linguistic awareness among science educators at multiple levels: pre-service K–12 teachers, in-service K–12 teachers, and university faculty in both education and STEM fields. Educational linguists from a language-focused non-profit research organization created modules on teaching culturally and linguistically diverse students for a Master of Arts in Teaching (MAT) program for middle school science educato…
Making “Small Waves of Change”
This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content) and teachers' individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived institutional barriers to improve their language and literacy instruction for designated English language learners (ELLs). In practice, much literacy coac…
Spanish language proficiency in dual language and English as a second language models
In this study, we examine the Spanish proficiency progress of elementary Spanish-English bilinguals in three types of language program models: a dual language bilingual education (DLBE) model with a 90/10 language allocation, a DLBE model with a 50/50 language allocation, and an English as a Second Language (ESL) model over an academic year. In the domain of speaking, individual student characteristics were most predictive of progress. For listen…
Contesting math as the universal language
In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a less-studied area where the EB population is more recent, but quickly growing. Results show that students who …
Obscuring Equity in Dual Language Bilingual Education
Dual language bilingual education (DLBE) is a unique form of bilingual education that has the potential to preserve and develop the heritage languages of emergent bilinguals, foster high levels of bilingualism, and address academic disparities, thereby changing emergent bilinguals’ educational conditions and learning outcomes. Yet, DLBE schools and programs are nested within a broader sociopolitical context which may attenuate the benefits of DLB…
A Tale of Two Migrant Groups
Book Review| November 01 2010 A Tale of Two Migrant Groups Migration, Accommodation, and Language Change: Language at the Intersection of Regional and Ethnic Identity By Anderson, Bridget L. Hampshire, U.K.: Palgrave Macmillan, 2008. Pp. xvii + 196. ISBN 978-0-230-00886-1; $80.00 Jennifer Renn Jennifer Renn Search for other works by this author on: This Site Google American Speech (2010) 85 (4): 466–470. https://doi.org/10.1215/00031283-2010-026 …
Operationalizing Style
The vast majority of research to date on African American Vernacular English style shift has taken the form of qualitative analyses of individual case studies; however, despite its great success, in focusing on individual rather than group style and style shifting, such work by itself is unable to answer key questions about style and style shift at the level of social groups, communities of practice, and broader based communities. Recent quantita…
Operationalizing Style
The vast majority of research to date on African American Vernacular English style shift has taken the form of qualitative analyses of individual case studies; however, despite its great success, in focusing on individual rather than group style and style shifting, such work by itself is unable to answer key questions about style and style shift at the level of social groups, communities of practice, and broader based communities. Recent quantita…
Making “Small Waves of Change”
This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content) and teachers' individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived institutional barriers to improve their language and literacy instruction for designated English language learners (ELLs). In practice, much literacy coac…
Obscuring Equity in Dual Language Bilingual Education
Dual language bilingual education (DLBE) is a unique form of bilingual education that has the potential to preserve and develop the heritage languages of emergent bilinguals, foster high levels of bilingualism, and address academic disparities, thereby changing emergent bilinguals’ educational conditions and learning outcomes. Yet, DLBE schools and programs are nested within a broader sociopolitical context which may attenuate the benefits of DLB…
Operationalizing Style
The vast majority of research to date on African American Vernacular English style shift has taken the form of qualitative analyses of individual case studies; however, despite its great success, in focusing on individual rather than group style and style shifting, such work by itself is unable to answer key questions about style and style shift at the level of social groups, communities of practice, and broader based communities. Recent quantita…
A Tale of Two Migrant Groups
Book Review| November 01 2010 A Tale of Two Migrant Groups Migration, Accommodation, and Language Change: Language at the Intersection of Regional and Ethnic Identity By Anderson, Bridget L. Hampshire, U.K.: Palgrave Macmillan, 2008. Pp. xvii + 196. ISBN 978-0-230-00886-1; $80.00 Jennifer Renn Jennifer Renn Search for other works by this author on: This Site Google American Speech (2010) 85 (4): 466–470. https://doi.org/10.1215/00031283-2010-026 …
Obscuring Equity in Dual Language Bilingual Education
Dual language bilingual education (DLBE) is a unique form of bilingual education that has the potential to preserve and develop the heritage languages of emergent bilinguals, foster high levels of bilingualism, and address academic disparities, thereby changing emergent bilinguals’ educational conditions and learning outcomes. Yet, DLBE schools and programs are nested within a broader sociopolitical context which may attenuate the benefits of DLB…
Contesting math as the universal language
In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a less-studied area where the EB population is more recent, but quickly growing. Results show that students who …
Spanish language proficiency in dual language and English as a second language models
In this study, we examine the Spanish proficiency progress of elementary Spanish-English bilinguals in three types of language program models: a dual language bilingual education (DLBE) model with a 90/10 language allocation, a DLBE model with a 50/50 language allocation, and an English as a Second Language (ESL) model over an academic year. In the domain of speaking, individual student characteristics were most predictive of progress. For listen…
Fostering Educator Buy-in of Language and Literacy in the Science Classroom
This paper describes a project to build linguistic awareness among science educators at multiple levels: pre-service K–12 teachers, in-service K–12 teachers, and university faculty in both education and STEM fields. Educational linguists from a language-focused non-profit research organization created modules on teaching culturally and linguistically diverse students for a Master of Arts in Teaching (MAT) program for middle school science educato…
Making “Small Waves of Change”
This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content) and teachers' individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived institutional barriers to improve their language and literacy instruction for designated English language learners (ELLs). In practice, much literacy coac…
Coaching for Agency, Authority and Advocacy in Dual Language Bilingual Education
In education broadly, and in dual language bilingual education (DLBE) specifically, advocacy for marginalized student populations is recognized as a teacher’s responsibility. Yet, advocacy represents both an orientation and a skill set that teachers must develop. Therefore, there is a need to better understand how teachers can be supported in developing their capacity to advocate. Approaching advocacy in terms of teacher agency and authority, we …
Supporting bilingualism during the Covid-19 pandemic
Longitudinal insights on transformative instructional coaching for DLBE teachers across diverse models and contexts
Read Aloud Scaffolding for Language and Content Learning With Emergent Bilinguals
This study investigates the types of scaffolding strategies employed by elementary teachers during read aloud sessions, with a specific focus on emergent bilingual students. Through a multi‐site explanatory case study involving 14 elementary teachers across four districts, we analyzed the frequency and quality of scaffold use, categorizing them into interactive, linguistic, visual, and kinesthetic types. Findings reveal that interactive and lingu…
Psychology (8 works) · Mathematics education (6 works) · Multilingual Education and Policy (6 works) · Pedagogy (6 works) · Second Language Learning and Teaching (6 works) · Bilingual education (5 works) · Dual language (5 works) · Linguistics (5 works) · EFL/ESL Teaching and Learning (4 works) · Sociology (4 works)