| Ester de Jong Associate Professor School of Teaching and Learning College of Education University of Florida 2413 Norman Hall PO Box 117048 Gainesville FL 32611 352-273-4227 Fax: 352-392-9193 |
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Pi Lambda Theta Research Award, 1994
* denotes data-based publications
Books, Sole Author
(under contract) de Jong, E.J. Foundations of Multilingualism in Education. Caslon Publishing.
Books, Co-authored
Glenn, C.L., with de Jong, E.J. (1996). Language minority children in school: A comparative study of twelve nations. New York: Garland Publishers, 741 pages.
Books, Contributor of Chapters
Refereed
*de Jong, E.J., & Bearse, C. (submitted) on The same outcomes for all? High school students reflect on their two-way immersion program experiences. Christian, D., & Fortune, T. (Eds.), Immersion Education: Pathways to bilingualism and beyond. CARLA/CAL, Minnesota.
*de Jong, E.J., & Harper, C.A. (2007). ESL is good teaching ‘plus’: Preparing standard curriculum teachers for all learners. In M.E. Brisk (Ed.), Language, Culture, and Community in Teacher Education. (pp. 127-148). Mahwah, NJ: Lawrence Erlbaum.
de Jong, E.J., & Grieci, G. (2005). Mapping the ESL curriculum: Collaborating for student success. D. Kaufman & J. Crandall (Eds.), TESOL Case Studies in TESOL Practice: Content-based ESL. (pp.163-178). Arlington, VA: TESOL Inc.
*de Jong, E.J., & Harper, C.A. (2004). Is ESL just good teaching? In M.H. Bigelow & C.L. Walker (Eds.), Creating teacher community: Selected papers from the third international conference on language teacher education. (pp. 115-131). Minneapolis, MN: Center for Advanced Research on Language Acquisition.
Invited
*de Jong, E.J. (submitted). A Policy Nexus: Negotiating Question 2’s Mandate for Structured English Immersion in Practice. To appear in McField, G. (Ed.) Appropriate Action for English Learners. Multilingual Matters.
*de Jong, E.J., Arias, B., & Sánchez, M.T. (submitted). Undermining teacher competencies: Another look at the impact of restrictive language policies. To appear in: Gándara, P., & Hopkins, M. (Eds.), Forbidden Language: English Learners and Restrictive Language Policies. New York: Teachers College Press.
de Jong, E.J., & Freeman, R. (submitted). Bilingual approaches. To appear in Leung, C., & Creese, A. (Eds.). English as an Additional Language – a reader for teachers working with linguistic minority pupils. Sage publications (UK).
*de Jong, E.J., & Harper, C.A. (submitted) “Accommodating Diversity”: Preservice Teachers’ Views on Effective Practices for English Language Learners. To appear in: Lucas, T. (Ed.), Envisioning Possibilities: Preparing All Teachers to Teach English Language Learners. Lawrence Erlbaum/Taylor & Francis.
de Jong, E.J. (2008). Bilingual Education. In Salkind, N. (ed). Encyclopedia of Educational Psychology (pp. 97-103). Thousand Oaks, CA: Sage publications.
*Harper, C. A. & de Jong, E. J. (2009). Using ESL Teachers’ Expertise to Inform Mainstream Teacher Preparation. In C. Rodríguez-Eagle (Ed.), Achieving Literacy Success with English Language Learners: Insights, Assessment, and Instruction. (pp. 25-42). Worthington, OH: Reading Recovery Council of North America.
Harper, C.A., & de Jong, E.J. (2005). Working with ELLs: What is the difference? In A. Huerta-Macias (Ed.), Working with English language learners: Perspectives and Practice. (pp. 55-68). Dubuque, IA: Kendall Hunt.
Refereed Publications
*Harper, C. A., & de Jong, E. J. (2009). English language teacher expertise: The elephant in the room. Language and Education, 23(2), 127-151.
de Jong, E.J., & Howard, E. (2009). Integration in two-way immersion education: Equalising linguistic benefits for all students. International Journal of Bilingual Education and Bilingualism, 12(1), 81-99.
*Bearse, C. A., & de Jong, E.J. (2008) Cultural and linguistic investment: Adolescents in a secondary two-way immersion program. Equity & Excellence in Education, Special Topics Issues on Bilingualism, 41(3), 325-240.
*de Jong, E.J. (2008). Contextualizing policy appropriation: Teachers’ perspectives, local responses, and English-only ballot initiatives. Urban Review, 40 (4), 350-370.
*Gort, M., de Jong, E.J., & Cobb. C. D. (2008). SeeIng through a bilingual lens: Structural and ideological contexts of structured English immersion in three Massachusetts districts. Journal of Educational Research and Policy Studies, 8 (2), 41-67.
*Harper, C.A., de Jong, E.J., & Platt, E. (2008). Marginalizing English as a second language teacher expertise: The exclusionary consequence of No Child Left Behind. Language Policy, 7, 267-284.
*de Jong, E.J., (2006). Integrated bilingual education: An alternative approach. Bilingual Research Journal, 30(1), 23-44.
*de Jong, E.J., Gort, M., & Cobb, C.D. (2005). Bilingual education within the context of English-only policies: Three districts’ responses to Question 2 in Massachusetts. Educational Policy, 19(4), 595-620.
de Jong, E.J., & Harper, C.A. (2005). Preparing mainstream teachers for English language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101-124.
*de Jong, E.J. (2004). After exit: Academic achievement patterns of former English language learners. Education Policy Analysis Archives, 12(50). Available online from http://epaa.asu.edu/epaa/v12n50/.
Harper, C.A., & de Jong, E.J. (2004). Misconceptions about teaching ELLs. Journal of Adolescent and Adult Literacy, 48(2), 152-162.
*de Jong, E.J. (2003). L2 proficiency development in a two-way and developmental bilingual program. NABE [National Association of Bilingual Education]Journal of Research & Practice, 2(1), 77-108.
de Jong, E.J., & Derrick-Mescua, M. (2003). Refining preservice teachers’ questions for second language learners: Higher order thinking for all levels of language proficiency. Sunshine State TESOL Journal 2(2), 29-37.
Ramos, F., & de Jong, E.J. (2003). Reading the fine print: Implications of current English-only initiatives for school personnel. Florida Educational Leadership, 4(1), 13-18.
*de Jong, E.J. (2002). Effective bilingual education: From theory to academic achievement in a two-way bilingual program. Bilingual Research Journal, 26(1), 65-84.
Grant Funded Projects
de Jong., E.J., Coady, M., & Harper (July 2007 – July 2012). Principal Investigator. Developing English Language and Literacy through Teacher Achievement (Project DELTA) ($1,107,771). Funding agency: U.S. Department of Education.
de Jong, E.J. (May 2006- May 2007). Principal Investigator. Student and teacher experiences in a secondary two-way immersion program ($3,000). Funding agency: The UF College of Education Research Incentive Fund.
de Jong, E.J. (August 2004- May 2005). Principal Investigator. Questions in integrated bilingual settings ($3,000). Funding agency: The UF College of Education Research Incentive Fund.
Harper, C. A., de Jong, E.J., Coady, M., & Silver, P. (October 2004- June 2005). Co-Principal Investigator. Preparing teachers for ELLs: Exploring the “just good teaching” myth through video ($10,000; Subgrant). Funding agency: USDOE Preparing Tomorrow’s Teachers to Use Technology (Awarded $1,432,702.00, 2001-2005).
