Ed.D. Human Development and Psychology, Harvard Graduate School of Education, 2003
M.A. Educational Psychology, University of California at Berkeley, 1993
B.A. Spanish Language and Literature, University of Maryland, 1987
Areas of Expertise:
Language Aquisition and Development
Liz Howard is an associate professor of bilingual education in the department of Curriculum and Instruction. She is currently a co-investigator of Project WELLS (Writing for English Language Learners), an exploratory study funded by the U.S. Department of Education. Previously, she was a principal investigator of two federally funded studies — a vocabulary intervention for native Spanish-speaking adolescents and a longitudinal study focusing on the spelling development of Spanish/English bilingual children. She was also the co-director of a faculty learning community designed to build the capacity of teacher education faculty members to support pre-service teachers’ learning about emergent bilinguals. Prior to coming to UConn, she was a senior research associate with the Center for Applied Linguistics (CAL) in Washington, DC, where she directed a number of projects related to dual language education and biliteracy development. In addition, she has worked as a bilingual elementary school teacher in California and Costa Rica, and has also taught adult ESL and literacy courses as a Peace Corps Volunteer in Costa Rica.
Co-Investigator, Writing for English Language Learners (WELLs): Exploring Instruction and Outcomes. Mileidis Gort, Principal Investigator. U.S. Department of Education, Institute for Education Sciences (IES). September 2014 – August 2017. Total funding: $1,420,910
Co-Investigator, Content Based Vocabulary Instruction: Using Cognates to Promote the Vocabulary Development and Reading Comprehension of Native Spanish Speaking Adolescents, IES, June 2007 – May 2011, $1,828,906
Co-Investigator, Project PREPARE-ELLs: Preparing Responsive Educators who Promote Access and Realize Excellence with their English Language Learners. Carnegie Foundation through Teachers for a New Era (TNE) at the University of Connecticut. June 2009 – May 2014. Total funding: $245,295.
Principal Investigator, Spelling as an Indicator of English Literacy Development, NICHD/IES, September 2000 – May 2007, $1,374,455
Project Director, CAL/CREDE Study of Two-Way Immersion Education, OERI, September 1996-June 2004, $1,688,221
Principal Investigator, Two-Way Immersion Teacher Research Collaborative, Spencer Foundation, January 1999-December 2000, $30,000
Arteagoitia, I. & Howard, E. R. (2015). The role of the native language in the literacy development of Latino students in the U.S. In J. Cenoz & D. Gorter (Eds.), Multilingual education: Between language learning and translanguaging. (pp. 89-115). Cambridge: Cambridge University Press.
Howard, E. R. & Neugebauer, S. R. (2015). Moving towards biliteracy: Varying paths of bilingual writers in two-way immersion programs. Revista Miriada Hispanica, 10.
Neugebauer, S., Kieffer, M. & Howard, E. R. (2015). Multidimensionality and mediation in the roles of lexical knowledge in reading comprehension for Spanish-speaking language minority learners. Learning and Individual Differences, 39, 24-38.
Feinauer, E. & Howard, E. R. (2014). Attending to the third goal: Cross-cultural competence and identity development in two-way immersion programs. Journal of Immersion and Content-Based Language Education, 2(2), 257-272.
Howard, E. R., Páez, M. M., August, D. L., Barr, C. D., Kenyon, D., & Malabonga, V. (2014). The importance of SES, home and school language and literacy practices, and oral vocabulary in bilingual children’s English reading development. Bilingual Research Journal, 37(2), 120-141.
Levine, T. H., Howard, E. R. & Moss, D. M., Eds. (2014). Preparing classroom teachers to succeed with second language learners: Lessons from a faculty learning community. New York: Routledge.
Green, J. D., Gonzalez, E. M., López-Velásquez, A. & Howard, E. R. (2013). Hands-on professional development: Middle school teachers’ experiences with a curriculum intervention research project. Middle School Journal, 45(2), 27-32.
Howard, E. & Gonzalez, E. M. (2013). Words in Motion: An academic vocabulary curriculum for Spanish-English bilingual middle school students. (Monograph Series, Volume 5). Albuquerque, NM: Dual Language Education of New Mexico.
Howard, E. R., Green, J. D. & Arteagoitia, A. (2012). Can yu rid guat ay rot? A developmental investigation of cross-linguistic spelling errors among Spanish-English bilingual students. Bilingual Research Journal, 35(2).
deJong, E. & Howard, E. (2009). Integration in two-way immersion. Equalizing linguistic benefits for all students. International Journal of Bilingual Education and Bilingualism, 12(1), 81-99.
Lindholm-Leary, K. & Howard, E. R. (2008). Language development and academic achievement in two-way immersion programs. In Pathways to multilingualism, T. Fortune and D. Teddick, Eds. Clevedon: Multilingual Matters.
Howard, E. R., & Sugarman, J. (2007). Realizing the vision of two-way immersion: Fostering effective programs and classrooms. Washington, DC and McHenry, IL: Center for Applied Linguistics and Delta Systems, Co.
Spencer Research Training Grant; Harvard University
Title VII Fellow; Harvard University
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