Foundation
Seminal Research
Explore previous foundational work by center researchers below.
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Reconceptualizing the Role of Critical Dialogue in American Classrooms, Kibler, Valdés, & Walqui (2021), Introduction “A Vision for Critical Dialogic Education.”
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Reconceptualizing the Role of Critical Dialogue in American Classrooms, Kibler, Valdés, & Walqui (2021), Chapter 1 “Affordances in the Development of Student Voice and Agency: The Case of Bureaucratically Labeled Long-term English Learners.”
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Scaffolding for Multilingual Learners in Elementary and Secondary Schools. Routledge 29–47, Walqui & Schmida (2022), “Reconceptualizing Scaffolding for English Learners: An Ecological/Sociocultural Perspective.”
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Amplifying the Curriculum, Chapters 2 & 3, Walqui & Bunch (2020).
Evolution of Theories and Research
Explore below to understand major theoretical and practical shifts that have occurred in recent history regarding the understanding of the development of additional languages.
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How theories and research around education for English Learners have transformed since the last century.
Diane Larsen-Freeman, Professor Emerita in Education and Linguistics, University of Michigan
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The importance of using the term language “development”—not “acquisition.” Diane Larsen-Freeman, Professor Emerita in Education and Linguistics, University of Michigan
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When you want to track students for years for research purposes, how do you build relationships with students and teachers that are conducive to data collection? Amanda Kibler, Professor, College of Education, Oregon State University
