As an adult immigrant I have experienced many of the struggles that immigrant families encounter in helping their children reach the high educational goals we often set for them. My experience as a bilingual teacher in Southern California made me cognizant of the difficulties that children from language minority families face in learning at school. That realization guided my research interest in bilingualism and its role on literacy acquisition and development. As a researcher I focus on learning the best ways to bridge the gap between home and school; building bridges between languages to impact the literacy skills of bilingual children; and finding the best way to help teachers and parents understand the needs of children growing up in different languages and often in social systems with different cultural values.

 

Family literacy in bilingual families
Home/school collaboration in educating language minority children
Language and Literacy Development
Language and literacy development of children in minority language families
Learning & content instruction for bilinguals/ESL learners

1. Quiroz, G. B., & Snow. C. E. (in press). Y donde esta la rana? Latino mothers’ picture-book based interactions with their children. Bilingual Research Journal.

2. Eslami, Z., Eslami-Rasekh, A., & Quiroz, B. (2007). English for academic purposes in Iran: A study of perceptions of English needs in academic contexts. ESP Across Cultures 4, 21-36.

3. Greenfield, P. M, Trumbull, E., Keller, H. Rothstein-Fisch, C., Suzuki, L., & Quiroz, B. (2006). Cultural conceptions of learning and development. In P. H. Winne & P. A. Alexander (Eds.), Handbook of Educational Psychology (pp. 675-694). New Jersey: Lawrence Erlbaum Associates.

4. Trumbull, E., Rothstein-Fisch, C., Greenfield, P.M., & Quiroz, B. (2001). Bridging cultures between home and school: A guide for teachers. Mahwah, NJ: Lawrence Erlbaum.

5. Quiroz, B., Greenfield, P.M., & Altchech, M. (2000). Bridging cultures with a parent-teacher conference. Educational Leadership: Race, Class, and Culture, 56(7), 68-70.

6. Raeff, C., Greenfield, P.M., & Quiroz, B. (2000). Conceptualizing interpersonal relationships in the cultural contexts of individualism and collectivism. In S. Harkness, C. Raeff, & C.M Super (Eds.), New Directions for Child and Adolescent Development, 59-74. San Francisco: Josey-Bass Publishers.

7. Greenfield, P.M., Quiroz, B., & Raeff, C. (2000). Cross-cultural conflict and harmony in the social construction of the child. In S. Harkness, C. Raeff, & C.M. Super (Eds.), New Directions for Child and Adolescent Development, 93-108. San Francisco: Josey-Bass Publishers.

8. Quiroz, B., Greenfield, P.M., & Altchech, M. (1998). Bridging cultures between home and school: The parent-teacher conference. Connections: Gridging educational research and practice, 87, 30-49.

9. Greenfield, P.M., Raeff, C., & Quiroz, B. (1998). Cross-cultural conflict in the social construction of the child. Aztlan, The Journal of Chicano Studies, 23, 115-125.

10. Greenfield, P.M., Raeff, C., & Quiroz, B. (1996). Cultural values in learning and education. In B. Williams (Ed.), Closing the achievement gap: A vision for changing beliefs and practices, 37-55. Alexandria, VA: Association for Supervision and Curriculum Development.

(2006). Fellow.  Mexican American and U.S. Latino Research Center (MALRC) Fellows

(1998-2001). Bilingual Education Award.  National Department of Bilingual Education

2008-2009

EDCI 611, EDCI 691, INST 332, EDCI 640, INST 334

2007-2008

EDCI 611, EDCI 689, EDCI 691, INTS 485

2006-2007

EDCI 610, EDCI 640, EDCI 647, EDCI 691

2005-2006

EDCI 640, EDCI 685, EDCI 691, INST 332

Kylah Clark-Goff (Spring, 2008), Ph.D.