Kathy Escamilla
Biographic Data
| ID | 656510 |
|---|---|
| NAME | Kathy Escamilla |
| GIVEN NAMES | Kathy |
| FAMILY NAME | Escamilla |
| SIGNATURE | ESCAMILLA K |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0003-3647-4630 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 65 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 5 |
Four decades after Castañeda: A critical analysis of Bilingual/Dual Language Education in Colorado
Designing and facilitating language interpretation experiences with 2 nd and 3 rd grade bilingual learners: Learning from teachers’ experiences
The purposes of this exploratory case study were twofold: (1) to understand the strengths and challenges teachers experienced when designing and delivering language interpretation tasks for use with second- and third-grade bilingual students, and (2) to ascertain what teachers perceived to be the benefits and drawbacks of the instructional approach for their students. The approach, Así se dice (That’s how you say it!), asks Spanish- and English-s…
Beyond Monolingual Reading Assessments for Emerging Bilingual Learners: Expanding the Understanding of Biliteracy Assessment Through Writing
Emerging bilingual learners’ biliteracy abilities are often underestimated when monolingual reading assessments, such as the DIBELS, are used to identify students as having difficulties in learning or to guide literacy instruction. The authors propose a holistic form of biliterate assessment that uses writing as a means to understand what emerging bilingual learners actually know about literacy. In this qualitative study, the authors raise seriou…
The need for nuance: Relationships between EL English proficiency and accountability outcomes
Federal law requires states and school districts to institute accountability systems that report disaggregated student data to ensure that all children make academic progress. However, one of the mandated categories for disaggregation – English Learner (EL) – is reported as a single group despite representing students who are beginning, intermediate, and advanced in their acquisition of English. We argue that such a disaggregation is not sufficie…
What Gets Lost When English-Only Writing Assessment Is Used to Assess Writing Proficiency in Spanish-English Emerging Bilingual Learners
Recent analyses of wide-scale writing assessment outcomes indicate that English writing achievement for fourth- and fifth-grade emerging bilingual learners continues to be an area of great concern. Utilizing the theory of holistic bilingualism and a mixed methods design, this study examines the writing skills of 44 emerging bilingual fourth and fifth graders. The purpose of this study was to compare and correlate various writing outcomes as measu…
Growing up with the Bilingual Education Act: One educator’s journey
(2018). Growing up with the Bilingual Education Act: One educator’s journey. Bilingual Research Journal: Vol. 41, The Bilingual Education Act of 1968: Revisiting 50 Years of Challenges and Possibilities, pp. 369-387
Shifting Deficit Paradigms of Latino Emerging Bilingual Students’ Literacy Achievement: Documenting Biliterate Trajectories
The purpose of this single-subject longitudinal study was to examine the Spanish and English biliterate development of U.S. Latino Spanish/English speaking students, who we call emerging bilingual students, as they participated in an innovative biliteracy instructional program titled Literacy Squared®. Findings indicate that across the three years of the study, participating students made gains in Spanish and English reading and writing. This stu…
Examining the Longitudinal Biliterate Trajectory of Emerging Bilingual Learners in a Paired Literacy Instructional Model
This longitudinal study examines the biliteracy results of Spanish-English emerging bilingual students who participated in a K–5 paired literacy model in a large school district in Oregon. Spanish and English reading and writing data show longitudinal gains in students’ biliterate development, demonstrating the potential of the model in developing students’ biliterate trajectories. In addition, participating students outperformed their peers on t…
Changing teachers’ perceptions about the writing abilities of emerging bilingual students: Towards a holistic bilingual perspective on writing assessment
This study explored the application of a holistic bilingual view to assess the writing of emerging bilingual children. The study is part of a 5-year longitudinal research and intervention project that explores the biliteracy development of Spanish–English emerging bilingual students who are receiving instruction in both languages. Participants included 36 bilingual teachers who were part of the project. Teachers evaluated student writing samples …
Promoting Reflective Teaching Through Simulation in a Study in México Program
Preparing teachers to meet the educational needs of bilingual Latino students in U.S. schools has been termed a demographic imperative. This study explored 57 U.S. teachers’ reactions and reflections to participation in a simulation experience held during a teaching/learning experience in México as part of their master’s program in bilingual/ESL education. Findings illustrate great promise in such experiences for teachers, as they encourage criti…
Coeditors' Introduction
Coeditors' Introduction
Coeditors' Introduction
The University of Colorado Puebla Experience: A Study in Changing Attitudes and Teaching Strategies
Students participated in a 2-week intensive program in the city of Puebla, Mexico. The experience included university course work, cultural field trips, and teaching and observing in Mexican elementary schools. It also included many opportunities to interact and participate in daily life in Puebla. The study examined changes in attitudes about Mexicans and Mexican Americans as well as changes in teachers' stated beliefs about effective teaching m…
The Transformative Potential of a Study in Mexico Program for U.S. Teachers
This article reports findings of a Study in Mexico program and its potential for transforming teacher beliefs and observations about schooling in Mexico. This particular program has been in existence for 17 years; however, findings for this study are limited to data collected during two consecutive summers. The study was qualitative in design, and data collection included interviews, focus groups, and analysis of assignments. Five major themes em…
Coeditors' Introduction
Coeditors' Introduction
Coeditors' Introduction
Coeditors' Introduction
"Rethinking the "Gap: High-Stakes Testing and Spanish-Speaking Students in Colorado
This article challenges the pervasive notion that linguistic and ethnic diversity are causes of the perceived gap in achievement in schools highly affected by Spanish-speaking students participating in programs of bilingual education. The study examines existing data from the state of Colorado with regard to student achievement and compares these data to teacher and policy maker perceptions about Latino Spanish-speaking students and bilingual edu…
Connecting With Latino Children: Bridging Cultural Gaps with Children's Literature
Teachers generally come out of teacher education programs very with little background in multicultural issues and instructional techniques. This study documents the use of Latino children's literature in field experience seminars to help preservice teachers (teacher candidates) gain background knowledge of the cultures, traditions, language, and issues surrounding Latinos in the United States and the elementary students with whom they will be wor…
High-Stakes Testing, Latinos, and English Language Learners: Lessons from Colorado
In Colorado, the Colorado Student Assessment Program (CSAP) has been created as the performance standard to determine progress that Colorado students are making toward meeting content standards. This study utilized results of the CSAP across 3 years (1999–2001) to determine the impact that standards-based education in Colorado is having on Latino students in general, and on Latino English language learners (ELLs) specifically. CSAP results in rea…
Breaking the Code: Colorado's Defeat of the Anti-Bilingual Education Initiative (Amendment 31)
On November 5, 2002, Colorado voters gave Ron Unz and his anti-bilingual, English-immersion amendment (Amendment 31) its first defeat. On the same night, Question 2, a sister initiative in Massachusetts, passed by a wide margin. What happened in Colorado that enabled advocates for bilingual education and parent choice to prevail when those in other states could not? This study analyzes events from 2000 to 2002, during which time several English-o…
A biographical perspective on chicano educational success
The Sociolinguistic Environment of a Bilingual School: A Case Study Introduction
Currently, much of the literature on school reform and renewal cites the need to look at reform from the level of the school as unit. Therefore, it is necessary to study programs such as bilingual programs in the context of the larger school environment in which they exist. The larger school context can greatly impact what goes on in bilingual classrooms within the school. This study reports the results of a case study of a school that labels its…
Breaking the Code: Colorado's Defeat of the Anti-Bilingual Education Initiative (Amendment 31)
On November 5, 2002, Colorado voters gave Ron Unz and his anti-bilingual, English-immersion amendment (Amendment 31) its first defeat. On the same night, Question 2, a sister initiative in Massachusetts, passed by a wide margin. What happened in Colorado that enabled advocates for bilingual education and parent choice to prevail when those in other states could not? This study analyzes events from 2000 to 2002, during which time several English-o…
Examining the Longitudinal Biliterate Trajectory of Emerging Bilingual Learners in a Paired Literacy Instructional Model
This longitudinal study examines the biliteracy results of Spanish-English emerging bilingual students who participated in a K–5 paired literacy model in a large school district in Oregon. Spanish and English reading and writing data show longitudinal gains in students’ biliterate development, demonstrating the potential of the model in developing students’ biliterate trajectories. In addition, participating students outperformed their peers on t…
High-Stakes Testing, Latinos, and English Language Learners: Lessons from Colorado
In Colorado, the Colorado Student Assessment Program (CSAP) has been created as the performance standard to determine progress that Colorado students are making toward meeting content standards. This study utilized results of the CSAP across 3 years (1999–2001) to determine the impact that standards-based education in Colorado is having on Latino students in general, and on Latino English language learners (ELLs) specifically. CSAP results in rea…
The Sociolinguistic Environment of a Bilingual School: A Case Study Introduction
Currently, much of the literature on school reform and renewal cites the need to look at reform from the level of the school as unit. Therefore, it is necessary to study programs such as bilingual programs in the context of the larger school environment in which they exist. The larger school context can greatly impact what goes on in bilingual classrooms within the school. This study reports the results of a case study of a school that labels its…
Connecting With Latino Children: Bridging Cultural Gaps with Children's Literature
Teachers generally come out of teacher education programs very with little background in multicultural issues and instructional techniques. This study documents the use of Latino children's literature in field experience seminars to help preservice teachers (teacher candidates) gain background knowledge of the cultures, traditions, language, and issues surrounding Latinos in the United States and the elementary students with whom they will be wor…
Shifting Deficit Paradigms of Latino Emerging Bilingual Students’ Literacy Achievement: Documenting Biliterate Trajectories
The purpose of this single-subject longitudinal study was to examine the Spanish and English biliterate development of U.S. Latino Spanish/English speaking students, who we call emerging bilingual students, as they participated in an innovative biliteracy instructional program titled Literacy Squared®. Findings indicate that across the three years of the study, participating students made gains in Spanish and English reading and writing. This stu…
English Acquisition by Fluent-and Limited-Spanish-Proficient Mexican Americans in a 3-Year Maintenance Bilingual Program
The primary purpose of this study was to determine the longitudinal impact of a maintenance bilingual education (MBE) program on the development of English (L2) for four groups of native Spanish-speaking students with varying degrees of Spanish oral proficiency who were all limited English proficient (LEP). Program participants were Mexican-American children in grades K-2. These subjects were divided into two major study groups, those considered …
Beyond Monolingual Reading Assessments for Emerging Bilingual Learners: Expanding the Understanding of Biliteracy Assessment Through Writing
Emerging bilingual learners’ biliteracy abilities are often underestimated when monolingual reading assessments, such as the DIBELS, are used to identify students as having difficulties in learning or to guide literacy instruction. The authors propose a holistic form of biliterate assessment that uses writing as a means to understand what emerging bilingual learners actually know about literacy. In this qualitative study, the authors raise seriou…
"Rethinking the "Gap: High-Stakes Testing and Spanish-Speaking Students in Colorado
This article challenges the pervasive notion that linguistic and ethnic diversity are causes of the perceived gap in achievement in schools highly affected by Spanish-speaking students participating in programs of bilingual education. The study examines existing data from the state of Colorado with regard to student achievement and compares these data to teacher and policy maker perceptions about Latino Spanish-speaking students and bilingual edu…
Growing up with the Bilingual Education Act: One educator’s journey
(2018). Growing up with the Bilingual Education Act: One educator’s journey. Bilingual Research Journal: Vol. 41, The Bilingual Education Act of 1968: Revisiting 50 Years of Challenges and Possibilities, pp. 369-387
A biographical perspective on chicano educational success
Evaluation of Transitional and Maintenance Bilingual Programs
The primary purpose of this study was to determine the long-term effect of transitional (TBE) and maintenance (MBE) bilingual instructional programs on the development of native (LI) and English (L2) oral-language proficiency. The sample populations included TBE-instructed Vietnamese (n = 125) and MBE-instructed Hispanic (n = 298) children enrolled in kindergarten through second grade during 1984 through 1987. The study also examined change in LI…
Designing and facilitating language interpretation experiences with 2 nd and 3 rd grade bilingual learners: Learning from teachers’ experiences
The purposes of this exploratory case study were twofold: (1) to understand the strengths and challenges teachers experienced when designing and delivering language interpretation tasks for use with second- and third-grade bilingual students, and (2) to ascertain what teachers perceived to be the benefits and drawbacks of the instructional approach for their students. The approach, Así se dice (That’s how you say it!), asks Spanish- and English-s…
Promoting Reflective Teaching Through Simulation in a Study in México Program
Preparing teachers to meet the educational needs of bilingual Latino students in U.S. schools has been termed a demographic imperative. This study explored 57 U.S. teachers’ reactions and reflections to participation in a simulation experience held during a teaching/learning experience in México as part of their master’s program in bilingual/ESL education. Findings illustrate great promise in such experiences for teachers, as they encourage criti…
Coeditors' Introduction
The Transformative Potential of a Study in Mexico Program for U.S. Teachers
This article reports findings of a Study in Mexico program and its potential for transforming teacher beliefs and observations about schooling in Mexico. This particular program has been in existence for 17 years; however, findings for this study are limited to data collected during two consecutive summers. The study was qualitative in design, and data collection included interviews, focus groups, and analysis of assignments. Five major themes em…
English and Spanish Acquisition by Limited-Language-Proficient Mexican Americans in a Three-Year Maintenance Bilingual Program
The primary purpose of this investigation is to ascertain the long-term effect of a maintenance bilingual education program (K-2) on the acquisition of Spanish (L1) and English (L 2) for two principal linguistically homogeneous groups ofMexican-American children who were all limited in English (LEP) as well as Spanish (LSP) proficiency. For purposes of comparative analysis, these program participants were divided into a most-limited-language-prof…
Descubriendo La Lectura: An Application of Reading Recovery in Spanish
Reliability and Factorial Validity of the Artes De Lenguaje
A total of 91 Spanish-speaking first-grade pupils was administered the Artes de Lenguaje (ADL)—a Spanish criterion-referenced test of language arts. Reliability analyses indicated that three of the four subscales were adequate. A principal factors analysis of the intercorrelation matrix of the nine objective scores revealed two main factors. The findings provided some support for the reliability and validity of the ADL. Several limitations of the…
The California Achievement Test as a Predictor of Reading Ability Across Race and Sex
The predictive validity of the California Achievement Test, Reading (CAT-R) was examined for 480 Hispanic and Anglo pupils in Grades 2 and 3. The slopes, intercepts and standard error of estimates were compared for each group. The validity of the CAT-R as a predictor of reading for combined groups of Hispanic and Anglo pupils appeared to be limited. Overprediction of Hispanic reading ability and underprediction of Anglo reading ability would be e…
Evaluation of Transitional and Maintenance Bilingual Programs
The primary purpose of this study was to determine the long-term effect of transitional (TBE) and maintenance (MBE) bilingual instructional programs on the development of native (LI) and English (L2) oral-language proficiency. The sample populations included TBE-instructed Vietnamese (n = 125) and MBE-instructed Hispanic (n = 298) children enrolled in kindergarten through second grade during 1984 through 1987. The study also examined change in LI…
Descubriendo La Lectura: An Application of Reading Recovery in Spanish
English Acquisition by Fluent-and Limited-Spanish-Proficient Mexican Americans in a 3-Year Maintenance Bilingual Program
The primary purpose of this study was to determine the longitudinal impact of a maintenance bilingual education (MBE) program on the development of English (L2) for four groups of native Spanish-speaking students with varying degrees of Spanish oral proficiency who were all limited English proficient (LEP). Program participants were Mexican-American children in grades K-2. These subjects were divided into two major study groups, those considered …
English and Spanish Acquisition by Limited-Language-Proficient Mexican Americans in a Three-Year Maintenance Bilingual Program
The primary purpose of this investigation is to ascertain the long-term effect of a maintenance bilingual education program (K-2) on the acquisition of Spanish (L1) and English (L 2) for two principal linguistically homogeneous groups ofMexican-American children who were all limited in English (LEP) as well as Spanish (LSP) proficiency. For purposes of comparative analysis, these program participants were divided into a most-limited-language-prof…
The Sociolinguistic Environment of a Bilingual School: A Case Study Introduction
Currently, much of the literature on school reform and renewal cites the need to look at reform from the level of the school as unit. Therefore, it is necessary to study programs such as bilingual programs in the context of the larger school environment in which they exist. The larger school context can greatly impact what goes on in bilingual classrooms within the school. This study reports the results of a case study of a school that labels its…
Language Acquisition and Gender for Limited-LanguageProficient Mexican Americans in a Maintenance Bilingual Program
The major purpose of this dual-focused study was to determine the long-term effect of a maintenance bilingual education (MBE) program (K-2) on the acquisition of English (L2) and/or Spanish (L1)forfour groups of native Spanish-speaking boys and girls with varying degrees of Spanish oral proficiency who were all limited English proficient (LEP). The first part of the study examined the acquisition of English oral language proficiency forfluent Spa…
A biographical perspective on chicano educational success
Connecting With Latino Children: Bridging Cultural Gaps with Children's Literature
Teachers generally come out of teacher education programs very with little background in multicultural issues and instructional techniques. This study documents the use of Latino children's literature in field experience seminars to help preservice teachers (teacher candidates) gain background knowledge of the cultures, traditions, language, and issues surrounding Latinos in the United States and the elementary students with whom they will be wor…
High-Stakes Testing, Latinos, and English Language Learners: Lessons from Colorado
In Colorado, the Colorado Student Assessment Program (CSAP) has been created as the performance standard to determine progress that Colorado students are making toward meeting content standards. This study utilized results of the CSAP across 3 years (1999–2001) to determine the impact that standards-based education in Colorado is having on Latino students in general, and on Latino English language learners (ELLs) specifically. CSAP results in rea…
Breaking the Code: Colorado's Defeat of the Anti-Bilingual Education Initiative (Amendment 31)
On November 5, 2002, Colorado voters gave Ron Unz and his anti-bilingual, English-immersion amendment (Amendment 31) its first defeat. On the same night, Question 2, a sister initiative in Massachusetts, passed by a wide margin. What happened in Colorado that enabled advocates for bilingual education and parent choice to prevail when those in other states could not? This study analyzes events from 2000 to 2002, during which time several English-o…
"Rethinking the "Gap: High-Stakes Testing and Spanish-Speaking Students in Colorado
This article challenges the pervasive notion that linguistic and ethnic diversity are causes of the perceived gap in achievement in schools highly affected by Spanish-speaking students participating in programs of bilingual education. The study examines existing data from the state of Colorado with regard to student achievement and compares these data to teacher and policy maker perceptions about Latino Spanish-speaking students and bilingual edu…
The Transformative Potential of a Study in Mexico Program for U.S. Teachers
This article reports findings of a Study in Mexico program and its potential for transforming teacher beliefs and observations about schooling in Mexico. This particular program has been in existence for 17 years; however, findings for this study are limited to data collected during two consecutive summers. The study was qualitative in design, and data collection included interviews, focus groups, and analysis of assignments. Five major themes em…
Coeditors' Introduction
Coeditors' Introduction
Coeditors' Introduction
Coeditors' Introduction
Coeditors' Introduction
Coeditors' Introduction
Coeditors' Introduction
The University of Colorado Puebla Experience: A Study in Changing Attitudes and Teaching Strategies
Students participated in a 2-week intensive program in the city of Puebla, Mexico. The experience included university course work, cultural field trips, and teaching and observing in Mexican elementary schools. It also included many opportunities to interact and participate in daily life in Puebla. The study examined changes in attitudes about Mexicans and Mexican Americans as well as changes in teachers' stated beliefs about effective teaching m…
Changing teachers’ perceptions about the writing abilities of emerging bilingual students: Towards a holistic bilingual perspective on writing assessment
This study explored the application of a holistic bilingual view to assess the writing of emerging bilingual children. The study is part of a 5-year longitudinal research and intervention project that explores the biliteracy development of Spanish–English emerging bilingual students who are receiving instruction in both languages. Participants included 36 bilingual teachers who were part of the project. Teachers evaluated student writing samples …
Promoting Reflective Teaching Through Simulation in a Study in México Program
Preparing teachers to meet the educational needs of bilingual Latino students in U.S. schools has been termed a demographic imperative. This study explored 57 U.S. teachers’ reactions and reflections to participation in a simulation experience held during a teaching/learning experience in México as part of their master’s program in bilingual/ESL education. Findings illustrate great promise in such experiences for teachers, as they encourage criti…
Examining the Longitudinal Biliterate Trajectory of Emerging Bilingual Learners in a Paired Literacy Instructional Model
This longitudinal study examines the biliteracy results of Spanish-English emerging bilingual students who participated in a K–5 paired literacy model in a large school district in Oregon. Spanish and English reading and writing data show longitudinal gains in students’ biliterate development, demonstrating the potential of the model in developing students’ biliterate trajectories. In addition, participating students outperformed their peers on t…
Psychology (31 works) · Mathematics education (26 works) · Pedagogy (23 works) · Sociology (21 works) · Multilingual Education and Policy (16 works) · Bilingual education (12 works) · Linguistics (12 works) · Neuroscience of multilingualism (12 works) · Reading and Literacy Development (11 works) · Psychotherapy Techniques and Applications (7 works)