Elizabeth R. Howard - Adult Education Technical Advisor, U.S. Peace Corps; Costa Rica; 1987-89.



Elizabeth R. Howard
Center for Applied Linguistics
4646 40th St. NW
Washington, DC 20016-1859
voice: 202-362-0700
fax: 202-362-3740

EMAIL: liz@cal.org

EDUCATION
Ed.D. candidate in Human Development and Psychology, Harvard Graduate School of Education.
M.A. Educational Psychology; Multiple Subject Teaching Credential with Bilingual Certificate of Competence (Spanish: language, culture, and
methodology), University of California, Berkeley; 1993.
B.A. Spanish Language and Literature, University of Maryland, College Park; 1987.

RESEARCH/WORK HISTORY
Research Associate, Center for Applied Linguistics; Washington, DC; 1996-present
Adjunct Faculty, American University; Washington, DC; Spring 1998
Research Assistant, Cambridge Public Schools; Cambridge, MA; 1995-96
Editorial Coordinator, Applied Psycholinguistics; Cambridge, MA; 1993-96
Bilingual Elementary School Teacher, Berkeley Unified School District; Berkeley, CA; 1992-93.
Bilingual Elementary School Teacher, Los Angeles Unified School District; Wilmington, CA; 1990-91.
Adult Education Technical Advisor, U.S. Peace Corps; Costa Rica; 1987-89.

CURRENT RESEARCH
CREDE Project 1.2 is a five-year study investigating the language development and academic acheivement of students enrolled in two-way immersion
programs, the professional development of two-way immersion teachers, and the articulation strategies of two-way immersion programs from the
elementary level to the secondary level.

In addition, the Directory of Two-Way Bilingual Immersion Programs in the United States continues to be updated annually, and is now available on the
CAL website (www.cal.org).

RECENT PUBLICATIONS
Howard, E. & Christian, D. (1997). The development of bilingualism and biliteracy in two-way immersion students. Paper presented at the annual meeting
of the American Educational Research Association for a symposium entitled Research Programs of the Center for Research on Education, Diversity, and
Excellence (CREDE). Chicago, IL. March, 1997.

Howard, E. (1997). Teachers beliefs about effective instructional practices for language-minority students. Paper presented at the annual meeting of the
American Educational Research Association for a symposium entitled "Making Choices: How Beliefs and Attitudes of Students, Teachers, and Parents
Shape Language Use in Bilingual School Settings." Chicago, IL. March, 1997.

Howard, E. (1997). Review of Multilingualism for All: Volume 4. European Studies on Multilingualism (Tove Skutnabb-Kangas, Ed.) In Applied
Psycholinguistics, Vol. 18, No. 1. Pp. 119-122. Cambridge University Press: NYC.

Montone, C. & Howard, E. (1997). Two-way language learning. From Theory to Practice...4. Region XIV Comprehensive Center. Tampa, FL.

Noguera, P., Aboitiz, A., Arenas, A., George, S., & Howard, E. (1994). Factors influencing patterns of achievement among Latino students: An assessment
of educational programs and a prescription for change. Working paper published by the Chicano/Latino Policy Project, University of California at Berkeley.

LINKS
Center for Applied Linguistics
www.cal.org

Two-Way Immersion Education Project Information
www.cal.org/crede/twoway.htm

Two-Way Immersion Education Resources
www.cal.org/twi/

Two-Way Immersion Education Publications and Videos
www.cal.org/pubs/twoway_p.htm

Directory of Two-Way Immersion Programs in the U.S.
www.cal.org/twi/directory/



Date Modified 11/20/2000