Language, Literacy, and Social Inquiry

Science, Technology and
Mathematics Education		Language, Literacy, and
Social Inquiry		Education Policy and Leadership

The Division of Language, Literacy, and Social Inquiry (LLSI) prepares aspiring researchers, teachers and leaders to advance the learning and development of PK-16 students. Our aim is to produce research and offer programs that (1) investigate issues related to education and schooling using a wide array of methodologies, including quantitative, qualitative, mixed methods, and action research designs; (2) analyze societal conditions of power and privilege that influence literacy and language practices in schools, families and communities; and (3) create and advocate for responsive solutions to problems that stem from inequitable learning opportunities in the arts, languages, and social sciences.

Publications

News

Programs and Degrees

Publications

Peercy, M. M., Artzi, L., Silverman, R. D., & Martin-Beltrán, M. (2015). Meeting the demands of the ELA Common Core for English language learners: Developing vocabulary and reading comprehension skills in a language-rich classroom environment. In L. C. de Oliveira, M. Klassen, & M. Maune, (Eds.), The Common Core State Standards in English Language Arts for English Language Learners: Grades 6-12 (pp. 79-94). Alexandria, VA: TESOL Press.

Daniel, S. M. (2015).  Empathetic, critical integrations of multiple perspectives:  A core practice for language teacher education? TESOL Journal 6(1), 149-176

Dreher, M. J (2014). Commentary: The CCSS, Finland, and teacher professional judgment. Language Arts, 91(4), 270-271.

Fagan, D.S. (2014). Beyond “Excellent!”: Uncovering the systematicity behind positive feedback turn construction in ESL classrooms. Novitas-ROYAL (Research on Youth and Language), 8, 45-63.

Peercy, M. M. (2014). Challenges in enacting core practices in language teacher education: A self-study. Studying Teacher Education, 10(2), 146-162.

Walker, M. (2014). From theory to practice: Concept-based inquiry in a high school art classroom. Studies in Art Education, 55(4), 287-299

Rolstad, K. (2014). Rethinking language in school. International Multilingual Research Journal, 8(1), 1-8.

MacSwan, J. (Ed.) (2014). Grammatical Theory and Bilingual Codeswitching. Cambridge: MIT Press.

Yao, Q. (2014). The second-language acquisition of aspect in Chinese bei-constructions. In N. Jiang (Ed.), Advances in Chinese as a Second Language: Acquisition and Processing (pp. 54-76). Newcastle upon Tyne, UK: Cambridge Scholars Publishing.

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News

Megan Madigan Peercy has been elected treasurer of AREA's Self-Study of Teacher Education Practices SIG, to serve from 2015-2017.

Melinda Martin-Beltran and Megan Madigan Peercy have been become tenured in the department of Teaching & Learning,  Policy & Leadership

Jeff MacSwan has been selected to become an AERA Fellow and will be installed in the 2015 Class of Fellows at the AERA Annual Meeting in Chicago.

The Center for Teaching Excellence, The office of Undergraduate Studies, and The Graduate School at the University of Maryland are pleased to recognize Kayra Merrills as a Distinguished Graduate Student Teacher.

Jeff MacSwan to serve on the committee on Fostering the Development and Educational Success of Young English Language Learners and Dual Language Learners, Institute of Medicine and National Research Council

TLPL graduate, Jennifer Letcher Gray, recognized by the International Reading Association Outstanding Dissertation Award competition.

Mariam Jean Dreher served as a 2014 member of the Outer International Assessment Board, Irish Research Council, Government of Ireland, Postgraduate Scholarship Scheme.

"Classroom Interactions and Non-native English Speakers: What Can We Do Better?" hosted by Dr. Drew Fagan hosted and UM's Center for Teaching Excellence.

Peter Afflerbach serves on the Standing Committee of the National Assessment of Educational Progress (NAEP) for Reading, and is currently involved with the modification of NAEP as it moves from paper and pencil format to tablet format.

Peter Afflerbach was appointed to the Literacy Assessment Advisory Committee for the Strategic Teaching and Evaluation of Literacy (STEP) at the Urban Education Institute/ University of Chicago.

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Undergraduate Degrees

Master's of Education

Doctor of Philosophy