Dr. Mileidis Gort brings an interdisciplinary orientation to her work, having been trained in Human Development, Sociolinguistics, and Education, with a focus on the language, literacy, and cultural experiences and practices of young bilinguals. Her program of research documents the complex and varied ways in which emergent [Spanish-English] bilingual children use their dynamic linguistic and cultural funds of knowledge to learn and interact with teachers and peers in school contexts where both of their languages are used for instruction. She also investigates the ways in which bilingual education teachers draw on emergent bilingual children’s developing expertise and experiences to support their engagement with language- and literacy-based activities and experimentation with new language forms. Dr. Gort partners with local bilingual elementary teachers to co-design and support their development and implementation of a [bilingual] writing pedagogy informed by Systemic Functional Linguistics (SFL).
EDUC 2425 - Foundations of Bilingual/Multicultural Education
Primary Instructor
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Spring 2020 / Fall 2020 / Spring 2021 / Fall 2021 / Fall 2022
Provides the conceptual, linguistic, sociological, historical, political, and legal foundations that have shaped bilingual education policies, program models, and teaching and assessment practices of bilingual and multicultural education in the U.S. Designed for undergraduate elementary teacher education majors, the course presents an overview of the types of bilingual education programs and the principles that anchor equitable and quality bilingual and multicultural education for emergent bilingual students, including those identified as English learners.
EDUC 4425 - Foundations of Bilingual/Multicultural Education
Primary Instructor
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Fall 2018
Provides and introduction for education minors and others with an interest in education policy and practice to bilingual and multicultural education programs for emergent bilingual education. Includes an overview of the history and legislation related to the education of emergent bilingual students, identification and placement, as well as the various models, theoretical and philosophical underpinnings, and pedagogical practices that constitute sound educational practices for emergent bilingual students. Same as EDUC 5425.
EDUC 4615 - Language Acquisition for Bilingual Learners
Primary Instructor
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Fall 2019
Examines the variables that interact in the process of learning a second language and developing bilingualism/bi-literacy. These variables include the learner's background, motivation, linguistic, cognitive, emotional, social, cultural, and political factors. The course will examine these factors and generate understandings about how they work together to foster or inhibit successful development of bilingualism/bi-literacy in community, home and school contexts.
EDUC 5425 - Introduction to Bilingual/Multicultural Education
Primary Instructor
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Fall 2018
Provides an introduction for currently practicing K-12 teachers and non-specialists to bilingual and multicultural education programs for emergent bilingual students. Includes an overview of the history and legislation related to the education of emergent bilingual students, identification and placement, as well as the various models, theoretical and philosophical underpinnings, and pedagogical practices that constitute sound educational practices for emergent bilingual students. Same as EDUC 4425.
EDUC 5635 - Education and Sociolinguistics
Primary Instructor
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Spring 2018 / Spring 2020 / Spring 2024
Explores the discipline of sociolinguistics, the study of language variation and use, and its application within education settings. Not designed as an advanced sociology or linguistics course. Areas of study include language variation, speech communities, the ethnolography of communication, speech and social identities, and sociolinguistic research related to teaching and learning.
EDUC 8615 - Language Issues in Education Research
Primary Instructor
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Spring 2019 / Spring 2021
Examines ways in which issues of language can affect the validity of educational research. Discusses how language can be properly addressed with a multidisciplinary perspective through different stages in the process of an investigation, including design, sampling, data collection, and data analysis. Provides the conceptual basis for addressing linguistic diversity from a multidisciplinary perspective.
GRTE 5010 - Graduate Humanities for Teachers
Primary Instructor
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Spring 2022 / Summer 2022
Addresses special topics in arts and humanities with an emphasis on building conceptual understanding of content and enhancing teacher's practice in teaching this content.
