Language Policy, language educator preparation, bilingual education

Dr. Sarah C. K. Moore is Assistant Clinical Professor of Applied Linguistics and Language Education in the Division of Language, Literacy and Social Inquiry, Department of Teaching and Learning, Policy and Leadership. She is also Coordinator of UMD's Online Post-Baccalaureate Certificate program in Teaching English to Speakers of Other Languages (TESOL) and several other partnership programs with local school districts. Her research and scholarship primarily concern Language Policy and Planning (LPP) and promotion of language rights through equity in education and expansion of dual language bilingual education in the U.S.

Dr. Moore also researches and conducts preparation and professional development for educators with limited prior exposure to supporting the needs of multilingual students. As Director of PreK-12 English Learner Education at the Center for Applied Linguistics (CAL), she supervised externally-funded projects, including several Bill and Melinda Gates Foundation grants and a large-scale Investing in Innovation (i3) grant from the Office of Innovation and Improvement, U.S. Department of Education, which together comprised CAL's Education Connections projects. 

Dr. Moore is Associate Editor and Lead Co-Editor for book reviews for the journal, Language Policy and Convenor of the Language Policy Research Network (LPReN), an international network of scholars in LPP affiliated with Association Internationale de Linguistique Appliquée or International Association of Applied Linguistics. Her PhD in Educational Leadership and Policy Studies, with emphasis on Language Policy and Master’s of Education degree in Curriculum and Instruction, are from Arizona State University and Bachelor of Arts in History and Secondary Education, with Spanish Minor, is from Guilford College. 

Moore, S. C. K. (2021, March). A history of bilingual education: Examining the politics of language policymaking. Bristol: Multilingual Matters.

Moore, S. C. K., Massoud, L. A., & Duggan, J. (2018). Language and instruction: Research-based lesson planning and delivery for English learner students. In C. A. Adger & D. Christian (Eds.), What teachers need to know about language. Washington, DC and Bristol: Center for Applied Linguistics and Multilingual Matters.

Moore, S. C. K., Duggan, J. & Massoud, L. (2018). Assets-Based Educational Language Policy: A Bold New Future for Los Angeles English Learners. Los Angeles Unified School District, Division of Multilingual and Multicultural Education. Los Angeles, CA.

Moore, S. C. K., & Wiley, T. G. (2015). Interpretive Policy Analysis for language policy. In F. Hult and D. Cassels Johnson (Eds.), Research methods in language policy and planning: A practical guide. Wiley-Blackwell.

Moore, S. C. K. (Ed.). (2014). Arizona case studies: English-only implementation. Clevedon, UK: Multilingual Matters.

Wiley, T. G., Peyton, J. K., Christian, D., Moore, S. C. K., & Liu, N. (Eds.). (2014). Handbook of heritage and community languages in the United States: Research, educational practice, and policy. New York: Routledge.

Moore, S. C. K., Fee, M., Ee, J., Wiley, T. G., & Arias, M. B. (2014). Exploring bilingualism, literacy, employability, and income levels among Latinos in the United States. In R. M. Callahan & P. C. Gándara (Eds.), The bilingual advantage: Language, literacy, and the labor market. Bristol: Multilingual Matters.

TLPL 453/657: Understanding Cross-Cultural Communcation for Teaching English Learners

TLPL 661: Multiliteracies, Theory and Practice

TLPL 662: Second Language Acquisition

TLPL 665: TESOL Methods