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Title: WITHIN- AND ACROSS-LANGUAGE EFFECTS OF ORAL LANGUAGE SKILL AT SCHOOL ENTRY ON LATER ENGLISH AND SPANISH READING COMPREHENSION GROWTH AMONG EARLY BILINGUALS.
Creator: Giguere, David, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Extensive evidence indicates that oral language skills at school entry predict later reading development among monolingual children. It is not clear if the effect is the same for bilingually developing children and whether their oral skills in one language can transfer to reading comprehension in the other. The current longitudinal study followed 72 Spanish-English bilingual children (42 girls, 30 boys) and examined the extent to which early oral language proficiency in English and in Spanish...
Show moreExtensive evidence indicates that oral language skills at school entry predict later reading development among monolingual children. It is not clear if the effect is the same for bilingually developing children and whether their oral skills in one language can transfer to reading comprehension in the other. The current longitudinal study followed 72 Spanish-English bilingual children (42 girls, 30 boys) and examined the extent to which early oral language proficiency in English and in Spanish were related to later reading comprehension development within- and across-languages. Multilevel models revealed significant within-language relations between oral language skills at 5 years and reading comprehension growth from 6 to 8 years in both English and Spanish. Additionally, English oral skill predicted Spanish reading comprehension, whereas Spanish oral skill was unrelated to English reading comprehension. Theoretical and practical implications of the findings are discussed.
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Date Issued: 2019
PURL: http://purl.flvc.org/fau/fd/FA00013311
Subject Headings: Bilingualism--Research, Reading comprehension, Bilingualism in children
Format: Document (PDF)

Title: Predictors of Code-Switching in Young Spanish-English Bilinguals.
Creator: Tulloch, Michelle K., Hoff, Erika, Florida Atlantic University, Department of Psychology, Charles E. Schmidt College of Science
Abstract/Description: Code-switching is a common feature of bilingual language use and has multiple factors that influence the frequency and type of code-switching. 56 Spanish-English bilingual children recorded sessions of Spanish-designated and English-designated interactions with a caregiver at 2.5 and 3.5 years. These sessions were transcribed and coded for all code-switched utterances. At both ages, we found: (1) Children switched to English more frequently than they switched to Spanish. (2) Their degree of...
Show moreCode-switching is a common feature of bilingual language use and has multiple factors that influence the frequency and type of code-switching. 56 Spanish-English bilingual children recorded sessions of Spanish-designated and English-designated interactions with a caregiver at 2.5 and 3.5 years. These sessions were transcribed and coded for all code-switched utterances. At both ages, we found: (1) Children switched to English more frequently than they switched to Spanish. (2) Their degree of English dominance was a positive predictor of their frequency of switching to English, but a negative predictor of their frequency of switching to Spanish. Between 2.5 and 3.5 years, children became more English dominant, and their rate of switching to English increased while their rate of switching to Spanish decreased. The present findings suggest that the strongest influence on bilingual children’s code-switching is their relative proficiency in their two languages and as that proficiency changes, their code-switching changes.
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Date Issued: 2020
PURL: http://purl.flvc.org/fau/fd/FA00013586
Subject Headings: Bilingualism in children, Code switching (Linguistics), Bilingualism in children--Research
Format: Document (PDF)

Title: Patterns of Early Dual Language Proficiency: Correlates, Changes, and Stability From 2.5 Years Through 4 Years.
Creator: Ramirez, Nicolette, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Research indicates that there are numerous factors related to dual language proficiency. Furthermore, research suggests that the language skills of bilingual children are very heterogeneous. In this study, we will focus on four outcomes for those receiving dual language input. Those four patterns of outcome are as follows: bilingual children can have high levels of skills in English and Spanish, high skills in English and low skills in the Spanish or vice versa, or low levels of skills in...
Show moreResearch indicates that there are numerous factors related to dual language proficiency. Furthermore, research suggests that the language skills of bilingual children are very heterogeneous. In this study, we will focus on four outcomes for those receiving dual language input. Those four patterns of outcome are as follows: bilingual children can have high levels of skills in English and Spanish, high skills in English and low skills in the Spanish or vice versa, or low levels of skills in English and Spanish. The present study focused on the prevalence of these four patterns and their concurrent correlates amongst 30 month old (N = 87, 48 females) and 48 month old (N = 74, 40 females) simultaneous English-Spanish bilinguals with special emphasis on the distinguishing factors for those with high dual language skills. Overall, for those with high dual scores, the findings reveal that gender, birth-order, and maternal level of education are predictive of high dual language scores so that members of this group are largely first-born females of mothers with an average 15.8 years of education. English dominant scores were predicted by percent English input in the home and birth-order so that children in this group were mostly later-born children with 65% English input in the home. Spanish dominant scores were predicted by percent English input in the home and Spanish bookreading behaviors as children in this group received 23% of their in-home input in English and were read to for more than one hour per week in Spanish. Low dual scores were marginally predicted by gender and Spanish book-reading behaviors, children in this group were mostly male and received less than an in hour of Spanish reading per week.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00005935
Subject Headings: Dissertations, Academic -- Florida Atlantic University, Bilingualism in children., Bilingualism in children--Research.
Format: Document (PDF)

Title: Relations between Home Language Exposure and Vocabulary Development in Bilingual Toddlers.
Creator: Bridges, Kelly, Hoff, Erika, Florida Atlantic University
Abstract/Description: This study examined the relation between home language exposure from different household members, specifically older siblings, and English and Spanish vocabulary development in bilingual toddlers. The English and Spanish vocabularies of 38 toddlers (19 boys and 19 girls; Mage = 2.14 years, SD = .14) were measured. Parental EI?-glish use was found to be the strongest predictor of English and Spanish proficiencies. Among households in which the parents use less than 10% English, having older...
Show moreThis study examined the relation between home language exposure from different household members, specifically older siblings, and English and Spanish vocabulary development in bilingual toddlers. The English and Spanish vocabularies of 38 toddlers (19 boys and 19 girls; Mage = 2.14 years, SD = .14) were measured. Parental EI?-glish use was found to be the strongest predictor of English and Spanish proficiencies. Among households in which the parents use less than 10% English, having older siblings had no effect on English language proficiency but was associated with lower levels of Spanish proficiency.
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Date Issued: 2008
PURL: http://purl.flvc.org/fau/fd/FA00000728
Subject Headings: Bilingualism in children, Second language acquisition, Sociolinguistics, Interaction analysis in education, Language and culture
Format: Document (PDF)

Title: Family constellation and language experience as influences on bilingual first language acquisition.
Creator: Place, Silvia., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study investigated the effects of family composition and properties of children's dual language exposure on bilingual first language acquisition. Mothers of 29 toddlers (13 boys and 16 girls, M age = 25.66 months, SD = .44) kept a language diary, providing measures of the amount, the contexts, and the persons with whom the children experienced English and Spanish. Measures of the children's vocabulary balance were obtained from English and Spanish language inventories. Results showed...
Show moreThis study investigated the effects of family composition and properties of children's dual language exposure on bilingual first language acquisition. Mothers of 29 toddlers (13 boys and 16 girls, M age = 25.66 months, SD = .44) kept a language diary, providing measures of the amount, the contexts, and the persons with whom the children experienced English and Spanish. Measures of the children's vocabulary balance were obtained from English and Spanish language inventories. Results showed that only children with two native Spanish-speaking parents had larger Spanish than English vocabularies and experienced more hours of Spanish-only exposure and Spanish-only conversational contexts. Analysis of covariance demonstrated that the effect of family composition on vocabulary balance was completely mediated by the balance of English and Spanish in the children's language exposure. There was no evidence of a unique effect of experiencing Spanish-only conversational contexts or partners on children's acquisition of Spanish.
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Date Issued: 2009
PURL: http://purl.flvc.org/FAU/246048
Subject Headings: Language acquisition, Parent participation, Language arts (Early childhood), Hispanic American families, Language, Bilingualism in children
Format: Document (PDF)

Title: Language production and comprehension in bilingual children.
Creator: Ribot, Krystal M., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Many adults who have dual language experience describe themselves as "passive bilinguals," able to understand two languages, but speak only one. The aim of this study was to examine the relation between language production and comprehension in bilingual children in order to determine whether bilingual comprehension is more readily achieved than production. ... Productive and receptive skills in both languages were assessed using standardized tests. Children's relative amount of exposure to...
Show moreMany adults who have dual language experience describe themselves as "passive bilinguals," able to understand two languages, but speak only one. The aim of this study was to examine the relation between language production and comprehension in bilingual children in order to determine whether bilingual comprehension is more readily achieved than production. ... Productive and receptive skills in both languages were assessed using standardized tests. Children's relative amount of exposure to each language, as well as their language choice during production was measured via interview with the primary caregiver.... Language exposure as measured via dominance in one language over another appears to affect productive language differently than receptive language, further evidencing that language exposure is a significant predictor of acquisition that predicts production and comprehension differently. Additionally, when input is held constant, child language choice is uniquely related to productive and receptive language skill. The results of this study not only describe patterns of productive and receptive language skills and their correlates in young bilinguals, but they also address competing theories regarding the roles of input and output in the development of language comprehension and production.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3358962
Subject Headings: Bilingualism in children, Second language acquisition, Cognitive learning, Language transfer (Language learning)
Format: Document (PDF)

Title: Attitudes towards multilanguage use among Latino and Asian immigrants in the United States.
Creator: Le, Cuong T., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: This study was designed to measure the relation of education and ethnic identity to attitudes towards bilingualism in two different ethnic groups, Asian and Latinos in the United States. In order to do this, an instrument was developed to measure attitudes towards bilingualism. No significant relations were found among education or ethnic identity and attitudes towards bilingualism in either group, but analyses revealed several other significant relationships. The two subscales of ethnic...
Show moreThis study was designed to measure the relation of education and ethnic identity to attitudes towards bilingualism in two different ethnic groups, Asian and Latinos in the United States. In order to do this, an instrument was developed to measure attitudes towards bilingualism. No significant relations were found among education or ethnic identity and attitudes towards bilingualism in either group, but analyses revealed several other significant relationships. The two subscales of ethnic identity, MEIM-R Commitment and Exploration, were related to each other both within Asian and Latino groups and in all participants combined. In the combined sample, education levels of participants' mothers was correlated with the MEIM-R subscale of Exploration. In addition, participants with a Bachelors Degree or above were found to have significantly higher ethnic identity levels of MEIM-R Commitment than participants with an Associates Degree or below. Participants with mothers who possess a Bachelors Degree or above were found to have significantly higher ethnic identity levels of MEIM-R Exploration than participants with mothers who possess an Associates Degree or below. Finally, Asian participants were found to have lower levels of MEIM-R Commitment when compared to Latino participants.
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Date Issued: 2013
PURL: http://purl.flvc.org/fcla/dt/3360953
Subject Headings: Second language acquisition, Bilingualism in children, Education, Bilingual, Social aspects, Group identity, Languages in contact, English language, Study and teaching, Foreign speakers, Ethnic relations
Format: Document (PDF)

Title: The Out-of-Home Dual Language Exposure of Children from Spanish-Speaking Homes: Changes from 2 to 5 Years.
Creator: Welsh, Stephanie N., Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: In order to explain the development of English and Spanish skills in children from Spanish-speaking homes in the United States, it is necessary to identify their sources of language exposure. Most research to date has focused on home language use. The aim of this study is to identify sources of English and Spanish exposure outside the home that bilingual children experience between the ages of 2 and 5 years. The present study focuses on 3 potential sources: grandparents, extracurricular...
Show moreIn order to explain the development of English and Spanish skills in children from Spanish-speaking homes in the United States, it is necessary to identify their sources of language exposure. Most research to date has focused on home language use. The aim of this study is to identify sources of English and Spanish exposure outside the home that bilingual children experience between the ages of 2 and 5 years. The present study focuses on 3 potential sources: grandparents, extracurricular activities, and early childcare and education settings. We ask how much English and Spanish exposure children receive, how that changes from 2.5 to 5 years, and whether family variables influence those changes. Participants were 149 children from Spanish-speaking homes in southeastern Florida, with at least one parent an immigrant from a Spanish-speaking country. Measured out-of-home sources of input included hours per of week of English and Spanish from a Grandparent, during Extracurricular Activities, and during Preschool at 30, 36, 42, 48, and 60 months. Parents’ Native Language Background groups were either both native Spanish-speaking or one native, Spanish-speaking and one native, English-speaking. Maternal Education was treated as a dichotomous variable: mothers whose highest level of education in English is less than a four-year college degree and mothers whose highest level of education in English is equivalent to or greater than a four-year college degree. Child Birth Order was also treated as a dichotomous variable: only children and first-born children or later born children. Results revealed that for these children from Spanish-speaking homes, Grandparents are primarily a source of heritage-language (Spanish) input and Extracurricular Activities and Preschool are primarily a source of societal-language (English) input. Findings suggest English exposure from out-of-home sources increases over time possibly at the expense of Spanish exposure. Parents’ Native Language Backgrounds and Maternal Education influenced children’s exposure to both languages from these outside sources of input; Child Birth Order did not. Implications for future research and practical application are discussed.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004891, http://purl.flvc.org/fau/fd/FA00004891
Subject Headings: Child development., Second language acquisition., Language acquisition--Parent participation., Bilingualism in children., Language awareness in children., Language transfer (Language learning), Verbal ability.
Format: Document (PDF)

Title: Language separation and intermingling in young children's bilingual environments and their effects on children's dual language development and use.
Creator: Place, Silvia., Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: The current study addressed several questions about the use of language intermingling in child-directed speech and its influence on children's English and Spanish language acquisition on children's language code-switching, Participants were 65 children (Mean age=30.93 months, SD=0.44, 28 boys and 37 girls) who had been exposed to English and Spanish from birth and for whom at least one parent was a native Spanish speaker.... Measures of the children's lexical, grammatical, receptive, and...
Show moreThe current study addressed several questions about the use of language intermingling in child-directed speech and its influence on children's English and Spanish language acquisition on children's language code-switching, Participants were 65 children (Mean age=30.93 months, SD=0.44, 28 boys and 37 girls) who had been exposed to English and Spanish from birth and for whom at least one parent was a native Spanish speaker.... Measures of the children's lexical, grammatical, receptive, and productive language development in English and in Spanish were collected concurrently.... Consistent with sociolinguistic theories that propose that language separation is necessary for heritage language maintenance, children who were exposed to more language intermingling were more English-dominant. Both sensitivity to the language context and children's language dominance were related to children's production of mixed utterances. Children code-switched more when speaking in their less proficient language and when in the context of minority language use.
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Date Issued: 2012
PURL: http://purl.flvc.org/FAU/3355870
Subject Headings: Language arts (Early childhood), Language acquisition, Parent participation, Hispanic American families, Language, Bilingualism in children, Code switching (Linguistics), Sociolinguistics
Format: Document (PDF)

Title: Properties of Child-Directed Speech in Mothers’ Native and Nonnative Languages: A Comparison of English Monolingual and Spanish-English Bilingual Mothers’ Talk to 2-Year-Olds.
Creator: Shanks, Katherine Alexandra Filippi, Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Previous studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input...
Show morePrevious studies have found that bilingual children’s vocabulary development benefits more from child-directed speech from native speakers than child-directed speech from nonnative speakers. The current study compared the native English child-directed speech of 20 English monolingual mothers, the nonnative English child-directed speech of 20 Spanish-English bilingual mothers, and the native Spanish child-directed speech of the same bilingual mothers in terms of three aspects of input previously associated with children’s language development: data-providing properties, topic contingency, and speech function. There were significant differences between native English and nonnative English child-directed speech, and between nonnative English and native Spanish. The results suggest two sources of influence shaping child-directed speech: quality differences related to native speaker status and cultural factors primed by the language being spoken.
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Date Issued: 2016
PURL: http://purl.flvc.org/fau/fd/FA00004633, http://purl.flvc.org/fau/fd/FA00004633
Subject Headings: Language arts (Early childhood), Language acquisition--Parent participation., Sociolinguistics., Bilingualism in children., Psycholinguistics., Interpersonal communication--Psychological aspects.
Format: Document (PDF)

Title: Antecedents and Outcomes of Language Choice in Bilingual Toddlers: A Longitudinal Study.
Creator: Ribot, Krystal M., Hoff, Erika, Florida Atlantic University, Charles E. Schmidt College of Science, Department of Psychology
Abstract/Description: Bilingual children sometimes respond to their interlocutors using a different language than the one in which they were addressed. These language choices, their concurrent correlates, and relations to subsequent language growth were examined in 91 Spanish-English bilingual children (44 girls, 47 boys). Children's language choices were assessed at 30 months, and their English and Spanish productive vocabularies and receptive language skills were examined at the ages of 30, 36, and 42 months....
Show moreBilingual children sometimes respond to their interlocutors using a different language than the one in which they were addressed. These language choices, their concurrent correlates, and relations to subsequent language growth were examined in 91 Spanish-English bilingual children (44 girls, 47 boys). Children's language choices were assessed at 30 months, and their English and Spanish productive vocabularies and receptive language skills were examined at the ages of 30, 36, and 42 months. Children's language choices were concurrently related to English and Spanish productive and receptive language scores and to mothers' English and Spanish proficiency levels. Longitudinal multi-level modeling analyses indicated that children's language choices at 30 months were uniquely related to language growth on measures of English and Spanish productive vocabulary and Spanish receptive language, when controlling for language expo sure. These findings suggest that language use plays a causal role in language development. The findings of this study have implications for the maintenance of heritage languages in the U.S. and for the development of children's English language skills.
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Date Issued: 2015
PURL: http://purl.flvc.org/fau/fd/FA00004540, http://purl.flvc.org/fau/fd/FA00004540
Subject Headings: Bilingualism in children, Code switching (Lingustics), Cognitive learning, Language acquisition -- Parent participation, Language transfer (Language learning), Second language acquisition, Verbal ability in children -- Testing
Format: Document (PDF)

Title: Language choice in children’s animated TV shows.
Creator: Golitschek, Katharina, Augustyn, Prisca, Florida Atlantic University, Dorothy F. Schmidt College of Arts and Letters, Department of Languages, Lingustics and Comparative Literature
Abstract/Description: This study aims to analyze three popular U.S. children’s TV shows – Dora the Explorer (Nickelodeon), Maya & Miguel (PBS) and Handy Manny (Disney Channel) – in terms of their incorporation of Spanish. Qualitative and quantitative measures were used to assess the frequency and types of code switching both in the context of bilingualism and language pedagogy. The study revealed different strategies of language choice and socio-cultural objectives for each show. A close analysis of language...
Show moreThis study aims to analyze three popular U.S. children’s TV shows – Dora the Explorer (Nickelodeon), Maya & Miguel (PBS) and Handy Manny (Disney Channel) – in terms of their incorporation of Spanish. Qualitative and quantitative measures were used to assess the frequency and types of code switching both in the context of bilingualism and language pedagogy. The study revealed different strategies of language choice and socio-cultural objectives for each show. A close analysis of language choice in the three children’s TV programs revealed distinct approaches to TV writing in the name of raising awareness of ethnic diversity, developing cultural literacy, and brand marketing.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004197, http://purl.flvc.org/fau/fd/FA00004197
Subject Headings: Animated television programs -- Social aspects, Bilingualism, Children in popular culture, Children's television programs -- Social aspects, Critical pedagogy, Dora the Explorer (Television program), Educational sociology, Television programs for children -- Social aspects
Format: Document (PDF)

Title: Teacher perceptions of response to intervention for English learners.
Creator: McCahill, Tiffany Patella, Burnaford, Gail, Florida Atlantic University, College of Education, Department of Curriculum, Culture, and Educational Inquiry
Abstract/Description: The current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for...
Show moreThe current qualitative study focuses on how teachers perceive the Response to Intervention (RtI) framework for English learners, specifically assessments and the instructional decision-making process. RtI serves as a framework to help “close the gap” and create a more equitable environment for struggling English learners (Florida Department of Education, 2008). The current study explored elementary school general education teachers’ perceptions and understanding of the RtI process for English learners. Eight elementary general education teachers participated in two interview sessions each to address what general education teachers know about the RtI process for English learners, how teachers report their interpretation of policies and procedures with respect to instruction and assessment of English learners, how teachers feel about their understanding of RtI, and how teachers feel about their understanding of instruction and assessment for English learners. Teacher participants shared their knowledge of the importance of progress monitoring and data collection during the RtI process. Participants reported that progress monitoring and data collection were used to inform instructional decisions for English learners. Participants also provided insight into a shift in teacher accountability related to data collection and progress monitoring. Teacher participants addressed elements of the RtI process: three tiers of RtI, evidence-based interventions, data and data collection, and progress monitoring. Based on teacher responses, teachers monitor student progress, but find some elements of progress monitoring unclear. Participants expressed concern about measuring student progress and the means used to demonstrate growth and to compare struggling students to the performance of peers in the same grade level. The RtI framework includes targeted interventions for struggling students, and participants perceive that RtI helps to identify students with disabilities earlier. Participants reported benefits and drawbacks related to RtI. The participants specifically focused on the collaborative problem solving team as a beneficial support system for teachers navigating the RtI process. Teachers reported perceptions on language acquisition and learning disabilities, adjustment time for English learners, assessments for English learners, parental involvement and experiences, instruction for English learners, and professional development and support for the instruction of English learners.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004215, http://purl.flvc.org/fau/fd/FA00004215
Subject Headings: Cognitive styles in children, Education, Bilingual, English language -- Study and teaching -- Foreign speakers, English language -- Study and teaching as a second language, Individual differences, Language teachers, Training of, Response to intervention (Learning disabled children), Second language acquisition
Format: Document (PDF)

Bilingualism in children (7)	+ -
Second language acquisition (4)	+ -
Bilingualism in children. (3)	+ -
Language arts (Early childhood) (3)	+ -
Code switching (Linguistics) (2)	+ -

Cognitive learning (2)	+ -
Education, Bilingual (2)	+ -
Hispanic American families (2)	+ -
Language (2)	+ -
Language acquisition (2)	+ -
Language acquisition--Parent participation. (2)	+ -
Language transfer (Language learning) (2)	+ -
Parent participation (2)	+ -
Sociolinguistics (2)	+ -
Animated television programs -- Social aspects (1)	+ -
Bilingualism (1)	+ -
Bilingualism in children--Research (1)	+ -
Bilingualism in children--Research. (1)	+ -
Bilingualism--Research (1)	+ -
Bilingualism in children (1)	+ -
Child development. (1)	+ -
Children in popular culture (1)	+ -
Children's television programs -- Social aspects (1)	+ -
Code switching (Lingustics) (1)	+ -
Cognitive styles in children (1)	+ -
Critical pedagogy (1)	+ -
Dissertations, Academic -- Florida Atlantic University (1)	+ -
Dora the Explorer (Television program) (1)	+ -
Educational sociology (1)	+ -
English language (1)	+ -

Charles E. Schmidt College of Science (10)	+ -
Department of Psychology (10)	+ -
Florida Atlantic University (9)	+ -
Hoff, Erika (7)	+ -
Place, Silvia. (2)	+ -

Ribot, Krystal M. (2)	+ -
Augustyn, Prisca (1)	+ -
Bridges, Kelly (1)	+ -
Burnaford, Gail (1)	+ -
College of Education (1)	+ -
Department of Curriculum, Culture, and Educational Inquiry (1)	+ -
Department of Languages, Lingustics and Comparative Literature (1)	+ -
Dorothy F. Schmidt College of Arts and Letters (1)	+ -
Giguere, David (1)	+ -
Golitschek, Katharina (1)	+ -
Le, Cuong T. (1)	+ -
McCahill, Tiffany Patella (1)	+ -
Ramirez, Nicolette (1)	+ -
Shanks, Katherine Alexandra Filippi (1)	+ -
Tulloch, Michelle K. (1)	+ -
Welsh, Stephanie N. (1)	+ -

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