Liz Howard

Elizabeth R. Howard is an associate professor of bilingual education in the Neag School of Education at the University of Connecticut, where she teaches graduate courses on linguistic and cultural diversity and conducts research focusing on dual language education, biliteracy development, and the preparation of teachers to work with multilingual learners. 

She is currently the principal investigator of a federally funded grant investigating the development of sociocultural competence in dual language programs and its role in equitable bilingualism and biliteracy attainment. She has also served as a principal investigator or co-PI of several large-scale, federally funded research projects exploring various aspects of the literacy development of bilingual learners, often in the context of dual language programs. 

Her books include Realizing the vision of two-way immersion: Fostering effective programs and classrooms, Preparing classroom teachers to succeed with second language learners, and Culturally and linguistically responsive education: Designing networks that transform schools. She is also the lead author of a number of professional resources for dual language educators, including Guiding Principles for Dual Language Education, the Dual Language Program Planner, the Two-Way Immersion Toolkit, and the Two-Way Immersion Observation Protocol (the Dual Language SIOP). 

Previously, she has worked as a senior research associate at the Center for Applied Linguistics and as a bilingual teacher in California and Costa Rica.

SherA Simpson

Shera Simpson holds a degree in early childhood education from Clemson University and has worked as a dual language educator for 8 years, primarily in kindergarten and first grade. As a teacher, her strengths include classroom management and organization, fostering a positive classroom community that includes strong relationships among students, family members and school staff, and promoting a love of life-long learning. 

In addition to her teaching, Shera has coordinated professional development activities for teachers at the school as well as visiting teachers from other schools. 

Currently, Shera is working with colleagues to develop early literacy materials in English and Spanish for use in dual language classrooms. Together with co-presenter Liz Howard, she is also writing a book about co-teaching in dual language programs. 

They have presented their work at dual language conferences across the country, including La Cosecha, CABE, and the Southern New England Regional Dual Language Conference.
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