Dr. Schifini assists schools across the nation and around the world in developing comprehensive language and literacy programs for English learners. He has worked as an ESL teacher, reading specialist, school administrator and university professor. Through an arrangement with California State Polytechnic University at Pomona, Dr. Schifini currently serves as program consultant to two large teacher-training efforts in the area of reading for second language speakers of English. His research interests include early literacy and language development and the integration of language and content-area instruction.
Deborah J Short
Dr. Short directs Academic Language Research & Training and provides professional development on academic literacy, content-based ESL, and sheltered instruction worldwide. At the Center for Applied Linguistics, she co-developed the research-validated SIOP Model. She has directed research and program evaluations on English learners for the Carnegie Corporation of New York, Rockefeller Foundation, U.S. Department of Education, and U.S. Department of Justice, among others. Publications include ESL textbooks for National Geographic Learning/Cengage, professional journal articles, and SIOP Model books. She taught English as a new language in New York, California, Virginia, and the DR Congo. She recently served on TESOL’s Board of Directors.
Dr. Tinajero specializes in staff development and school-university partnership programs and has consulted with school districts in the U.S. to design ESL, bilingual, literacy, and bi-literacy programs. She has served on state and national advisory committees for standards development, including the English as a New Language Advisory Panel of the National Board of Professional Teaching Standards and the Texas Reading Academies. She is currently professor of Education and Interim Dean of the College of Education at the University of Texas at El Paso and was President of the National Association for Bilingual Education, 1997–2000.
Erminda Garcia is presently a dual language first-grade teacher with more than 25 years of classroom experience. She has worked as a literacy consultant across the United States for the last 15 years and has co-authored articles focused on classroom management, authentic assessment, bi-literacy development, and teaching and learning in optimal classrooms. She was named Accomplished Teacher by the Center for the Study of Teaching, Chairperson of the Early Schooling Taskforce of the National Standards project of English Language Arts (1992–1995), and served on the Board of Directors for the National Center for Research on Writing and Literacy.
Eugene E García
Dr. García is Professor of Education and Dean of the College of Education at Arizona State University. He has been a recipient of numerous academic and public honors and has published extensively in the area of language teaching and bilingual development. He holds leadership positions in numerous professional organizations and regularly serves as a panel reviewer for federal and state agencies. He served as a Senior Officer and Director of the Office of Bilingual Education and Minority Languages Affairs in the U.S. Department of Education from 1993–1995, and continues to conduct research in the areas of effective schooling for linguistically and culturally diverse student populations.
Dr. Hamayan is Director of the Illinois Resource Center in Des Plaines, Illinois. She has helped teachers in schools across the nation and abroad with issues of second-language learning, dual language instruction, special education, culture learning, and bi-literacy. She has also worked with administrators in program development, particularly in dual language schools. She has taught English as a foreign language, conducted research, and consulted with refugee programs and state boards of education, in addition to Pre K–12 schools.
David W Moore
Professor of Education Arizona State University Dr. David Moore taught high school social studies and reading in Arizona public schools before entering college teaching. He currently teaches secondary school teacher preparation courses in adolescent literacy. He co-chaired the International Reading Association’s Commission on Adolescent Literacy and is actively involved with several professional associations. His twenty-five year publication record balances research reports, professional articles, book chapters, and books. Noteworthy publications include the International Reading Association position statement on adolescent literacy and the Handbook of the Reading Research chapter on secondary school reading. Recent books include Teaching Adolescents Who Struggle with Reading (2nd ed.) and Principled Practices for Adolescent Literacy.