Heather B Finn
Biographic Data
| ID | 5998212 |
|---|---|
| NAME | Heather B Finn |
| GIVEN NAMES | Heather B |
| FAMILY NAME | Finn |
| SIGNATURE | FINN H B |
| AFFILIATIONS | Department of Academic Literacy and Linguistics Borough of Manhattan Community College, City University of New York New York City New York USA |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Employing Trauma‐Informed Language Pedagogy with Newly Arrived Multilingual Learners
In New York City, more than 50,000 asylum seekers arrived between 2022 and 2023, and K‐12 public schools saw a dramatic increase in the enrollment of students in need of English language instruction. While multilingual newcomers—defined as students who have been in the U.S. for fewer than three years, come from all grade levels, and often are at earlier stages of English proficiency than other groups learning English—were already a common presenc…
The Impact of Workforce Development Policies on Literacy Instruction for Adult English Learners
Workforce development has been a primary focus of funding throughout the United States, with significant increases over the past 10 years (The Council for Community and Economic Research, 2019). As funding expands, policies related to workforce development and college and career readiness (CCR) will continue to have implications for adult education students, including adult English Learners (ELs). To closely examine how these policies influence t…
Linguistically Responsive Instruction in Corequisite Courses at Community Colleges
English Learners (ELs) attend community colleges at a greater rate than four‐year schools, making community colleges primary sites of ESL education in American higher education. These institutions’ recent embrace of the corequisite structure – a pairing of a non‐credit developmental course with a credit‐bearing disciplinary content course in order to accelerate students’ progress in their coursework – has direct implications for ELs. As corequisi…
Academic literacy as language policy in community college developmental writing
This qualitative study offers critical insight into how language policy interacts with daily classroom decisions at a large and highly diverse urban community college in the United States. Specifically, it examines the challenges that faculty teaching developmental writing courses for English language learners experience when determining what constitutes academic literacy and what language dimensions should be taught when their students’ success …
Linguistically Responsive Instruction in Corequisite Courses at Community Colleges
English Learners (ELs) attend community colleges at a greater rate than four‐year schools, making community colleges primary sites of ESL education in American higher education. These institutions’ recent embrace of the corequisite structure – a pairing of a non‐credit developmental course with a credit‐bearing disciplinary content course in order to accelerate students’ progress in their coursework – has direct implications for ELs. As corequisi…
Academic literacy as language policy in community college developmental writing
This qualitative study offers critical insight into how language policy interacts with daily classroom decisions at a large and highly diverse urban community college in the United States. Specifically, it examines the challenges that faculty teaching developmental writing courses for English language learners experience when determining what constitutes academic literacy and what language dimensions should be taught when their students’ success …
Academic literacy as language policy in community college developmental writing
This qualitative study offers critical insight into how language policy interacts with daily classroom decisions at a large and highly diverse urban community college in the United States. Specifically, it examines the challenges that faculty teaching developmental writing courses for English language learners experience when determining what constitutes academic literacy and what language dimensions should be taught when their students’ success …
Linguistically Responsive Instruction in Corequisite Courses at Community Colleges
English Learners (ELs) attend community colleges at a greater rate than four‐year schools, making community colleges primary sites of ESL education in American higher education. These institutions’ recent embrace of the corequisite structure – a pairing of a non‐credit developmental course with a credit‐bearing disciplinary content course in order to accelerate students’ progress in their coursework – has direct implications for ELs. As corequisi…
The Impact of Workforce Development Policies on Literacy Instruction for Adult English Learners
Workforce development has been a primary focus of funding throughout the United States, with significant increases over the past 10 years (The Council for Community and Economic Research, 2019). As funding expands, policies related to workforce development and college and career readiness (CCR) will continue to have implications for adult education students, including adult English Learners (ELs). To closely examine how these policies influence t…
Employing Trauma‐Informed Language Pedagogy with Newly Arrived Multilingual Learners
In New York City, more than 50,000 asylum seekers arrived between 2022 and 2023, and K‐12 public schools saw a dramatic increase in the enrollment of students in need of English language instruction. While multilingual newcomers—defined as students who have been in the U.S. for fewer than three years, come from all grade levels, and often are at earlier stages of English proficiency than other groups learning English—were already a common presenc…
Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Second Language Learning and Teaching (3 works) · Sociology (3 works) · Curriculum (2 works) · Literacy (2 works) · Mathematics education (2 works) · Multilingual Education and Policy (2 works) · Student Assessment and Feedback (2 works)