Papers by Kathy M Escamilla
In Colorado, the Colorado Student Assessment Program (CSAP) has been created as the performance s... more 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 reading and writing in English and Spanish were compared for Latinos taking the CSAP in Spanish, Latinos taking the CSAP in English, and all Colorado third and fourth graders. This study also examined the extent to which school report card grades were affected in schools with large numbers of ELLs. Results indicate that the percentage of Latinos meeting state standards as measured by the Spanish CSAP is equivalent to, and in some cases higher, than the percentage of Latinos who are taking the CSAP in English. However, a gap exists between Latinos, no matter what their language of instruction and testing, and all Colorado third and fourth graders. This study found that school report card grades are lower in schools with large numbers of ELLs; this raises questions about the negative impact of school report card grades on schools that have high numbers of ELLs.
Multilingual Matters eBooks, Dec 31, 2006
Teachers generally come out of teacher education programs with very little background in multicul... more Teachers generally come out of teacher education programs with very 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 working. The teacher candidates then use the same literature in their field experience classrooms, tapping into the children's funds of knowledge and encouraging the children to respond in a personal way. This experience enriches the teacher candidates' work with children and broadens their personal perspective and understanding of cultures different from their own. This study found that using Latino children's literature in a university teacher education program benefited both the preservice teachers and their students. "So you are…" "María Isabel Salazar Lopez," she replied… "Ah, María Lopez," the teacher said as she read the card. "We already have two Marías in this class. Why don't we call you Mary instead?" (Ada, 1993, p. 8)
Bilingual Research Journal, Jan 2, 2020
Federal law requires states and school districts to institute accountability systems that report ... more 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 sufficiently nuanced and may inadvertently hurt the very students it seeks to serve. Through the analysis of one large metro-area's accountability framework, this paper finds that there is a statistically significant relationship between EL level of English proficiency and school accountability rating that negatively impacts schools with large Intermediate EL populations.
This occasional paper of CU's Education in the Public Interest Center (EPIC) describes Colorado's... more This occasional paper of CU's Education in the Public Interest Center (EPIC) describes Colorado's present distribution of programs for educating students who natively speak languages other than English and whose abilities in English are limited. The paper documents that the overwhelming majority of Colorado schools presently do not use bilingual education. The new anti-bilingual education initiative is therefore targeting an exaggerated opponent, but the collateral damage to other programs will be substantial. "other" category. 19 Colorado lacks an official or common definition of ELL students. Each district therefore defines and identifies these students based on their own criteria. The data presented here use the state's tally for 1992 and our survey tallies for recent years.
In the essay below, I illustrate how the research and writings of Richard Ruiz have influenced my... more In the essay below, I illustrate how the research and writings of Richard Ruiz have influenced my research across three decades. I demonstrate how the totality of Ruiz’s orientations toward language planning have been taken up as good theory and then empirically applied and tested beyond the point of theoretical supposition. Throughout this work I argue that while the development of empirical evidence to support Ruiz’s language-a-resource orientation is paramount, one cannot engage in this work without simultaneously understanding and examining the pervasive language-as-problem orientation as well as the wildly unpopular but critically necessary language-as-right orientation. In sum, knowledge of the totality of the language orientations framework remains as relevant in 2015 as they were when they were first discussed in 1984.
Bilingual Research Journal, 2016
View related articles View Crossmark data Citing articles: 1 View citing articles Co-editors' int... more View related articles View Crossmark data Citing articles: 1 View citing articles Co-editors' introduction: Research on language planning-30 years plus In memory of a distinguished advocate for bilingual education, Dr. Richard Ruiz (1948-2015), the premier peer-reviewed journal of the National Association of Bilingual Education (NABE), the Bilingual Research Journal (BRJ), sent out a call for proposals for a themed double issue (volume 39, issues 3-4). The purpose of this themed double issue is to explore research, theoretical orientations, and methodologies that extend Professor Ruiz's important impact in language planning. As bilingual educators and researchers, the three guest editors were interested in receiving abstracts from scholars whose research is deeply inspired by the contributions of this eminent scholar. We sought manuscripts that offered theoretical analyses as well as research-based arguments about language planning in an increasingly diverse and globalized world. We suggested questions to authors: How can educational research in language studies account for dynamic interactions, practices, and engagements of children, youths, and/or adults in schools, churches, and community organizations? How do language policies and practices enable not only analysis but also transformative change? We asked that authors consider these questions, among many others, as they theorized the meanings, purposes, and values of the work of Richard Ruiz. We asked that authors be attentive to the ways theoretically sophisticated work offers promise to Pre-K-20 curricular planning, language policies in formal and informal contexts, teacher education, and teacher practice. From the numerous proposals received, 11 articles were accepted for publication. They appear in this themed double issue. Although Professor Ruiz published many papers, chapters, and articles during his career, it was in 1984 that he wrote a seminal article with far-reaching effects. The article, entitled "Orientations in Language Planning," was published in the NABE Journal (now known as the BRJ). This publication continues to influence scholarship nationally and internationally in language planning and multilingual education. Dr. Ruiz's thinking and teaching is also present in many other disciplines, such as ethnic studies, economics, and law. In Richard's words, The development of language planning as a discipline corresponds roughly to that of the broader field of sociolinguistics, and specifically the sub-field of the politics of language. Even after a half-century of elaboration, there are still a number of important, even basic questions to be pursued. (Ruiz, 2010, p. 2)
Journal of education for students placed at risk, Sep 19, 2022
The Reading Teacher, Aug 2, 2021
We begin this article with a brief look at opportunities to learn for the nation's growing nu... more We begin this article with a brief look at opportunities to learn for the nation's growing numbers of Emerging Bilingual children. We briefly present the research literature that supports the use of children's languages other in English (LOTEs) in literacy instruction whether the children are participating in bilingual/dual language programs or English medium (English only) programs. We suggest that cross‐language connections can occur in any type of educational program. Next, we present three different instructional examples of potential instructional activities designed to explicitly encourage cross‐language connections in bilingual/dual language and/or English medium/English only contexts. These examples include early, middle and upper elementary. Finally, we provide resources and ideas for teachers to go beyond our suggestions to create their own cross‐language learning opportunities for their students.
Educational Considerations, Apr 1, 1999
…The rhetoric of quick fix programs ignores the fact that there is more to being successful in sc... more …The rhetoric of quick fix programs ignores the fact that there is more to being successful in school than simple acquisition of English.
Reading Research Quarterly, Jan 10, 2020
Journal of Education, Apr 1, 2016
In this article the authors propose that biliteracy is a more challenging and rigorous form of li... more In this article the authors propose that biliteracy is a more challenging and rigorous form of literacy than the English-only orientation of the Common Core State Standards (NGACBP & CCSSO, 2010). Because learning to read and write in two languages differs from learning to read and write in one, we argue that biliteracy requires its own pedagogies, methodologies, and assessment systems. Data derived from the reported study support a trajectory toward bilingualism informed by a framework that capitalizes on theories of integrated and holistic biliteracy in order to re-conceptualize the ways educators can interpret biliteracy assessments of emerging bilingual learners in Spanish and English. The Common Core State Standards (CCSS) were developed by the National Governors Association Center for Best Practice (NGACBP) and the Council of Chief State School Officers (CCSSO) to establish a common set of academic expectations in English language arts and literacy in history/social studies, science, and technical subjects (NGACBP & CCSSO, 2010) for K-12 students in the United States. The stated goal is to "ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life" (p. 1). Though not intended to be a national mandate, the standards have been adopted by 43 states, the District of Columbia, four territories, and the Department of Defense Education Activity, creating the conditions by which they have become a nearly de facto set of expectations. For the foreseeable future their influence and impact will continue to be far reaching. Few would argue that a uniform and exacting set of standards is misguided. In fact, families are likely to be reassured that the expectations from one school to another are intended to be relatively stable. Third graders in one school should be acquiring knowledge and skills that are comparable to third graders in another school. Teachers and administrators need not be apprehensive that they are asking less of their students than might be asked elsewhere. It remains to be seen, however, if the CCSS have resulted in codifying standards that are sufficiently comprehensive and proportionately reflective of our democratic ambitions. Arguably, a mainstay of democratic schooling is education of the masses in service to "equitably distributed interests" (Dewey, 1916, p. 100). In the United States, we strive to prepare students to participate in a citizenry in which both the individual and collective good are balanced through the development of mature thinkers
Journal of Latinos and Education, Sep 23, 2009
... DOI: 10.1080/15348430902973393 Kathy Escamilla a , Lorenso Aragon b & María Fránq... more ... DOI: 10.1080/15348430902973393 Kathy Escamilla a , Lorenso Aragon b & María Fránquiz c pages 270-289. ... In The best for our children: Critical perspectives on literacy for Latino students Edited by: Reyes, M. and Halcon, J. 48–64. New York: Teachers College Press.. ...
Bilingual Research Journal, 1994
Currently, much of the literature on school reform and renewal cites the need to look at reform f... more 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 itself as a "bilingual school". The study examines and describes language use in bilingual classrooms in the school and language use in the larger school environment outside of the classroom. The study asserts that if bilingual programs are to be places where children truly become bilingual and biliterate, then the environment outside of the classroom must encourage and support the use of two languages with the same enthusiasm as the environment inside bilingual classrooms. Further, each language must have the same status outside the classroom in a bilingual school. Results of the study conclude that, while two languages are used both inside and outside bilingual classes at this school, they each serve different functions. Further, while both languages are used, they do not share equal status. Evidence for these results is provided in the study. Language processing in bilingual children. (pp. 49-69). Cambridge: Cambridge University Press.
Journal of Teacher Education, Mar 1, 2005
This article challenges the pervasive notion that linguistic and ethnic diversity are causes of t... more 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 education programs. Results indicate that teachers and policy makers largely adhere to the notion that there is a gap in achievement between Spanish-speaking students and other Colorado students and that language in particular is a problem. Student-achievement data from the Colorado Student Assessment Program, however, indicate that Spanish speakers in English-language acquisition/bilingual classrooms are among the highest performing students in their schools. Furthermore, findings from this study challenge teacher educators and teachers to be more critical in interpreting the results from high-stakes tests.
NABE Journal of Research and Practice, Sep 30, 2021
ABSTRACT This paper is the first to examine the longitudinal results of six years of implementati... more ABSTRACT This paper is the first to examine the longitudinal results of six years of implementation of Literacy Squared, a biliteracy model for Spanish/English speaking emerging bilingual students. This model includes paired literacy instruction with grade-specific time allocations for Spanish literacy and literacy-based ELD. Furthermore, cross-language connections are a vital component. This study uses descriptive statistics and correlations to analyze Spanish and English reading and English language proficiency data on a cohort of 58 emerging bilingual Latino students in four schools as they moved from kindergarten through fifth grade. Data show gains in students’ biliterate development. Findings have implications for bilingual instructional programs and support the research that providing students with literacy instruction in two languages allows students to develop their literacy skills simultaneously. In doing so, their literacy development is not hindered in either language, and they have the opportunity to obtain advanced levels of English proficiency.
Uploads
Papers by Kathy M Escamilla