Elizabeth Howard

Associate Professor


Associate Professor

Academic Degrees:

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:

Dual Language Education

Biliteracy Development

Emergent Bilingual Learners


Liz Howard is an associate professor of bilingual education in the department of Curriculum and Instruction. Her current research focuses on the identity development of young dual language students in Costa Rica as well as the implementation of dual language charter schools in New Mexico. She has been the principal investigator or co-investigator of three large-scale, federally funded studies of the literacy development of Spanish-English bilinguals – a recently completed study of argument writing among Latino 4th grade students, a cross-linguistic vocabulary intervention for middle schoolers, and a longitudinal study focusing on cross-linguistic influences on the spelling development of students in the upper elementary grades. 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, including the longitudinal CREDE Study of Two-Way Immersion. 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.

Funded Research:

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 2019. 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

Selected Publications/Presentations:

Howard, E. R. & López-Velásquez, A. M. (2019). The challenges of recruiting and retaining dual language teachers. In DeMatthews, D. and Izquierdo, E. (Eds.), Dual Language Education: Teaching and Leading Through Two Languages. New York: Springer.

Scanlan, M., Hunter, C., & Howard, E. R. (Eds.) (2019). Culturally and Linguistically Responsive Education: Designing Networks that Transform Schools. Cambridge: Harvard Education Press.

Howard, E. (2018). Navigating the seven c’s to promote bilingualism and biliteracy through place-based anchor projects. Learning Languages, 16(1).

Howard, E. R. & Levine, T. (2018). What teacher educators need to know about language and language learners. In C. Adger, L. W. Fillmore, & C. E. Snow (Eds.), What Teachers Need to Know about Language. Clevedon: Multilingual Matters.

Howard, E. R., Lindholm-Leary, K. J., Rogers, D., Olague, N., Medina, J., Kennedy, B., Sugarman, J., & Christian, D. (2018). Guiding principles for dual language education (3rd edition). Miami, FL: Center for Applied Linguistics, Dual Language Education of New Mexico, and Santilla.

Howard, E. & Simpson, S. (2016). Teaching in Tandem: Coordinating Instruction across Languages. Soleado—Promising Practices from the Field. http://www.dlenm.org/uploads/FileLinks/e8cad80410274955bdd342af00495387/2016.Summer.Soleado.pdf

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


National Dual Language Forum

Society for the Scientific Study of Reading

American Educational Research Association

In the News:



“Vocabulary study may boost learning among Spanish-speaking adolescents” UConn Advance, v 26, n22, 3/3/08

“School’s video depicts new path to dual literacy” The Boston Globe, 2/21/08

Contact Information
Phone860 486 9275
Office LocationGentry 408