Elizabeth R. Howard
Assistant Professor

Liz Howard is an Assistant Professor of Bilingual Education in the department of Curriculum and Instruction. She is the Co-Investigator of a vocabulary intervention study for native Spanish-speaking adolescents, as well as the Principal Investigator of a recently completed biliteracy study focusing on the spelling development of Spanish/English bilingual children. Prior to coming to UConn, she was a Senior Research Associate with the Center for Applied Linguistics (CAL) in Washington, DC, where she directed a number of projects related to biliteracy development and dual language education. In addition, she has worked as a bilingual elementary school teacher in California, and has also taught adult ESL and literacy courses as a Peace Corps Volunteer in Costa Rica.

•Ed.D. Human Development and Psychology, Harvard Graduate School of Education, 2003

•M.A. Educational Psychology, University of California at Berkeley, 1993

•B.A. Spanish Language and Literature, University of Maryland, 1987

Contact Information: 

Gentry - 242C

Phone: (860) 486-9275

Email: elizabeth.howard@uconn.edu

Office Hours:
T 1:00-4:00; W 1:00-4:00

Mailing Address:
Dept. of Curriculum and Instruction
Neag School of Education
249 Glenbrook Rd, Unit 2033
Storrs, CT 06269-2033

Current Courses Taught:

EDCI 5700 Foundations of Bilingual Education

EDCI 5765 Assessment of Bilingualism

EDCI 5715 Bilingualism and Second Language Acquisition

EDCI 5775 Advanced Issues in Second Language Acquisition

Honors/Awards:

Spencer Research Training Grant; Harvard University

Title VII Fellow; Harvard University

Associations/Committees/Outreach:

National Association for Bilingual Education

Society for the Scientific Study of Reading

American Educational Research Association

National Reading Conference

In the News:

“Vocabulary study may boost learning among Spanish-speaking adolescents” UConn Advance, v 26, n22, 3/3/08

“School’s video depicts new path to dual literacy” The Boston Globe, 2/21/08

Areas of Expertise:

Bilingual Education

Bilingual Literacy

Language Aquisition and Development

Funded Research:

Co-Investigator, Content Based Vocabulary Instruction: Using Cognates to Promote the Vocabulary Development and Reading Comprehension of Native Spanish Speaking Adolescents, IES, June 2007 - May 2011, $1,828,906

Principal Investigator, Spelling as an Indicator of English Literacy Development, NICHD/IES, September 2000 - May 2007, $1,374,455

Project Director, CAL/CREDE Study of Two-Way Immersion Education, OERI, September 1996-June 2004, $1,688,221

Principal Investigator, Two-Way Immersion Teacher Research Collaborative, Spencer Foundation, January 1999-December 2000, $30,000

Selected Publications/Presentations:

Lindholm-Leary, K. & Howard, E. R. (2008). Language development and academic achievement in two-way immersion programs. In Pathways to multilingualism, T. Fortune and D. Teddick, Eds. Clevedon: Multilingual Matters.

Howard, E., Arteagoitia, I., Louguit, M., Malabonga, V., & Kenyon, D. (2006).The English Developmental Contrastive Spelling Test: An instrument for investigating intra-linguistic and cross-linguistic influences on English spelling development. TESOL Quarterly, 40:2

Howard, E.R., Sugarman, J., Christian, D., Lindholm-Leary, K., & Rogers, D. (2007). Guiding Principles for Dual Language Education, 2nd edition. Washington, DC: Center for Applied Linguistics

Serrano, R. & Howard, E. R. (2007). Second Language Writing Development in English and in Spanish in a Two-way Immersion Programme. International Journal of Bilingual Education and Bilingualism, 10 (2), pp. 152-170

Howard, E. R. & Sugarman, J. (2007). Realizing the Vision of Two-Way Immersion: Fostering Effective Programs and Classrooms. Delta Systems and Center for Applied Linguistics

Arteagoitia, I., Howard, E., Louguit, M., Malabonga, V., & Kenyon, D. (2005). The Spanish Developmental Contrastive Spelling Test: An instrument for investigating intra-linguistic and cross-linguistic influences on Spanish spelling. Bilingual Research Journal, 29:3.

Serrano, R. & Howard, E. R. (2005). The impact of the societal language on writing development in the first language: The case of native Spanish speakers in two-way immersion programs in the United States. Proceedings of the II University of Vigo International Symposium on Bilingualism.

Howard, E. (2004). Two-Way Immersion Education: An Integrated Approach to Bilingual Education in the United States. In X.P. Rodriguez-Yanez, A.M. Lorenzo-Suarez & F. Ramallo (Eds.) Bilingualism and Education: From the Family to the School. Munich: Lincom Europa.

Howard, E. R., Christian, D., & Genesee, F. (2004). The development of bilingualism and biliteracy from grades 3 to 5: A summary of findings from the CAL/CREDE study of two-way immersion education. Research Report 13. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence and Center for Applied Linguistics.

Howard, E. (2002). Two-Way Immersion: A Key to Global Awareness. Educational Leadership, 60(2), 62-64.