Summer 2009 Workshops

University of Arizona
June 2-16, 2009

Professional Development for K-16 Educators

Presenter Bios

Kenneth S. Goodman

Kenneth Goodman, Ed.D., is Professor Emeritus at the University of Arizona. He is a practical theorist, researcher and teacher educator whose work has changed our understanding of literacy processes, how they are learned, and how best to teach them. His sociotransactional theory of the reading process is the most widely cited in the world. This research-based theory demonstrates that reading is a unitary process in which readers in first and second languages actively construct meaning--that is, they make sense of print. Goodman's theory is a macro view which is solidly built on linguistic, psycholinguistic and sociolinguistic concepts. It is a practical theory because teachers who come to understand this view of reading and the related view of writing can understand what it is that learners are doing as they develop literacy.

Yetta M. Goodman

Yetta Goodman, Ed.D., is Regents Professor Emeritus at the University of Arizona in the College of Education’s Department of Language, Reading and Culture. She consults with education departments and speaks at conferences throughout the United States and in many nations of the world regarding issues of language, teaching and learning with implications for language arts curricula. In addition to her research in early literacy, miscue analysis and the reading and writing processes with multilingual populations, she has popularized the term “kidwatching,” encouraging teachers to be professional observers of the language and learning development of their students. She is a spokesperson for whole language philosophy and her extensive writing is focused on classrooms, students and teachers. Dr. Goodman is a past president of the National Council of Teachers of English (NCTE), the Center for Expansion of Language and Thinking (CELT), and the Reading Hall of Fame; she has also served on the NCTE, CELT and International Reading Association Boards of Directors and has been an active member of commissions and committees.

David B. Yaden

David Yaden, Jr. (Ph.D., University of Oklahoma) is Professor of Language, Reading and Culture in the School of Education at the University of Arizona. Prior to his present position at UA, he held appointments at Emory University, the University of Houston, and the University of Southern California. He has been a principal investigator in the federally-funded Center for the Improvement of Early Reading Achievement (CIERA) where he supervised the implementation of an early literacy curriculum for Spanish-speaking preschoolers in inner-city Los Angeles. His research interests and specializations include developmental issues in early childhood education, the acquisition of literacy and biliteracy in both alphabetic and non-alphabetic scripts, family literacy, theories of reading disability, and the application of complex adaptive systems theory to growth in reading and writing. Recent publications include chapters on family literacy in the Handbook of Research in the Teaching of the English Language Arts, 2nd ed. (2003) and on the education of linguistically and culturally diverse children in the Handbook of Research on the Education of Young Children (2006).

Yueh-Nu Hung

Yueh-Nu Hung is an Assistant Professor in the Department of English Teaching at National Taichung University, Taiwan. She teaches and conducts research in the areas of children’s literacy development reading, processes, reading instruction, and bilingual education.

Koomi Kim

Koomi Kim is an Assistant Professor of Curriculum and Instruction, College of Education, New Mexico State University. Her research interests include reading and literacy, miscue analysis, eye movement, whole language, biliteracy, and critical literacy.

Mieko Iventosch

Mieko Iventosch is a lecturer at Tamagawa University in Tokyo, Japan. Mieko applies whole language approaches in Japanese language teaching. She has taught Japanese language courses at Pima Community College and the University of Arizona in Tucson.

Misun Kim

Misun Kim is a Korean language lecturer at the Defense Language Institute in Monterey, California. Misun’s research area is second language acquisition, ESL/EFL studies, and miscue analysis.

Shaomei Wang

Shaomei Wang is a Chinese language lecturer at Tufts University in Boston. Her research and teaching interests include applying whole language in Chinese language teaching and using miscue analysis to study Chinese reading.

Ana M. Carvalho

Professor Ana M. Carvalho teaches language and linguistics at the University of Arizona’s Department of Spanish and Portuguese, where she directs the Portuguese Language Program. Her research interests include language variation and change, bilingualism, language contact, language attitude, and dialect and language acquisition. She is currently studying the contact between Spanish and Portuguese from two perspectives: first, the output of the contact of these two languages in bilingual communities, and its relation to the social context where this contact takes place; second, the acquisition of Portuguese by Spanish speakers in the language instruction context, and the challenges that the typological similarity of these languages present to the use of traditional teaching methods.

Juliana Luna Freire

Juliana Luna Freire is a Graduate Student at the University of Arizona, pursuing a Ph.D. in Luso-Brazilian and Hispanic American Comparative Literature. She is a certified language instructor by the University of Cambridge (CEELT) and Teacher of English to Speakers of Other Languages (TESOL). She started working with curriculum development and instructional technologies in 1999, while teaching English as a Foreign Language in Brazil. Currently, she is working with instructional technology at the University of Arizona, and has taught Portuguese at different levels at this institution. She is one of the co-authors of this project about Portuguese for Spanish Speakers, and has presented it at the AATSP Conference in Costa Rica.

Heather Willis Allen

Dr. Heather Willis Allen is an Assistant Professor of Second Language Acquisition and French at the University of Miami where she directs the French Basic Language Program and teaches French cultural studies and genre-based writing courses as well as applied linguistics courses. Her research interests include teacher development, literacy-oriented approaches to foreign language learning, and foreign language development in the study abroad context.

Garry Forger

Garry Forger is the Technology Manager for CERCLL and the Development and Grants Management Officer for Learning Technologies at The University of Arizona. He coordinates technology resources for CERCLL and consults with FL faculty on their technology needs. He is the project director for the OLE Project of CERCLL.

Wayne Brent

Wayne Brent has been working in the field of educational and learning technologies for over 25 years. He is a Senior Consultant for the Learning Technologies Center at The University of Arizona focusing on emerging technologies. Wayne works with faculty and instructional designers incorporating teaching strategies, learning objects, and learning outcomes assessment with technology, where appropriate.

Justin LeBreck

Justin LeBreck is a Applications Systems Analyst in the College of Humanities at the University of Arizona. He has extensive experience supporting faculty in the College of Humanities, and in particular FL faculty. He is the main designer and supporter for the COHChat program, and utilizes a variety of audio and video web based programs when supporting faculty.

Karen Philabaum-Maginnis

Karen Philabaum-Maginnis teaches French at University High School in Tucson, Arizona. She holds an M.A. from the University of Arizona in French Pedagogy and Literature, with an emphasis on the use of technology in the foreign language classroom.