Responsive Learning Communities

Gabino Arredondo is a student in UC Berkeley's Graduate School of Education in its Language, Literacy, and Culture program. He was born and raised in East Los Angeles and has worked in various educational settings which included migrant education, community run after school programs, and student-initiated and run retention and outreach projects in the UC system. He is currently working as a research assistant in the NSF "Science for All Project" which is working with teachers in San Francisco, CA and Miami, FL.

Patricia Baquedano-López

Professor Baquedano-López is faculty in Language and Literacy, Society and Culture (LLSC) at UC Berkeley’s Graduate School of Education. She received her Ph.D. in Applied Linguistics at UCLA. Her ethnographic and discourse analytic studies of Latino students in and out-of-school contexts in California have focused on the relationship of language maintenance and use to learning and literacy development. She has carried out her research in elementary schools, after-school programs, and Spanish-based Catholic religious education programs (doctrina) in Southern and Northern California. She has published her work in The Bilingual Research Journal, The Journal of Linguistic Anthropology; Mind, Culture, and Activity; Issues in Applied Linguistics; Language Arts; Theory into Practice; Narrative Inquiry, and The Annual Review of Anthropology.

Jennifer Collett

Currently, Jennifer is a student in the Developmental Teacher Education Program pursuing her MA in Education with a Multi-Subject Credential. Thus far, she has participated in research that assessed the instructional methods used in the teaching of fractions. In the future, she intends to focus on the use of dialogue and discourse within the areas of science and math in multi-lingual, elementary school settings.

Eugene Garcia's research is in linguistic and cultural diversity in schools. From 1993 to 1995 he served as the director of the Office of Bilingual Education and Minority Language Affairs at the United States Department of Education. Before that, he was the dean of the Division of Social Sciences at UC Santa Cruz and a professor of education at that university. His honors include: in 1991 an American Educational Research Association Senior Research Award, from 1983 to 1986 a Kellogg National Research Fellowship, from 1980 to 1981 a National Research Council Fellowship, and from 1976 to 1977 a Harvard University Postdoctoral Fellowship. Among his numerous books are Understanding and Meeting the Challenge of Student Diversity (1994), Meeting the Challenge of Linguistic and Cultural Diversity in Early Childhood (with B. McLaughlin, 1995), and Education of Language Minority Students: Research, Policy and Practice (with D. August,1988).

Shlomy Kattan

Shlomy Kattan is currently enrolled in the GSE's Language & Literacy, Society & Culture MA/PhD Program. He has worked in educational settings in California and Ecuador and is interested in pursuing research in bilingual education and language acquisition and socialization.

Yu Min Ku

Yu-Min Ku is currently a postdoctoral researcher in the project of 'Science Instruction for All'. She is a Chinese native and was born and raised in Taiwan. She received her Ph.D. from Department of Educational Psychology, University of Illinois at Urbana-Champaign in 2001. Her research has focused on the vocabulary acquisition and reading development of children who learn to read different languages and children's development of different aspects of metalinguistic awareness. She is also fascinated by how children develop literacy skills and particularly interested in cross-cultural and cross-linguistic comparison of children's development of literacy skills from kindergarten through the elementary school years.

Carolina Serna

Carolina Serna is a doctoral student in the division of Language, Literacy and Culture. Prior to enrolling in graduate school, she worked as a Bilingual elementary school teacher in Culver City, California. Her research interests center around literacy issues related to linguistically and culturally diverse students, teacher preparation, and bilingual education legislation and policy.

Jorge Solis

Jorge Solis is a doctoral student in the Language, Literacy & Society, Culture Program and currently a graduate research assistant for the National Science Foundation-Science for All Project. His other research interests include: Chicana/o language practices, language socialization cross-culturally and the development of academic literacy for secondary school students. He was born and raised in the Bay Area and has worked in East Palo Alto, San Jose and Oakland schools on different projects.

Maris Thompson

Maris Thompson is a third year doctoral student in the Language Literacy, Society and Culture program in the Graduate School of Education. Before coming to graduate school, she taught in a variety of public in-school and after school high school settings for eight years. She is especially interested in issues related to schooling of immigrant and minority students, specifically in the areas of narrative and identity development and visual and critical literacy. She is new to the NSF’s ‘Science for All’ research project and is looking forward to working with teachers and students from San Francisco schools.

Monica Yoo

Monica Yoo is a Ph.D. student in LLSC and a former graduate of the MUSE M.A./credential program. She is primarily interested in how literacy and language learning in public schools affects the academic performance and identities of bilingual and second language learning students. Prior to returning to graduate school, Monica was a Bay Area high school English teacher who worked with students from diverse language backgrounds.

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