Annie Laurie Duguay, Director of Language and Literacy, has been with the Center for Applied Linguistics since 2009. During this time she has had the opportunity to work on a variety of projects in the PreK-12 English Learner Program Area. Most recently, Annie helps to coordinate and deliver professional development (PD) for educators working with English learners in school districts throughout the country. PD topics include the SIOP Model, the What’s Different about Teaching Reading to Students Learning English program, Research-Based Vocabulary Instruction, and CAL’s Hot Topics series (Listening & Speaking; Math & Science; and Developing Academic Literacy and Language in the Content Areas). Annie also helps districts to identify their needs for professional development to improve educational outcomes for language learners. Additionally, she is a co-author on the CAL Practitioner Brief: Implementing the Common Core for English learners: Responding to common questions from educators.
While at CAL Annie has also been involved with several vocabulary intervention projects. For the CREATE project (Center for Research on the Educational Achievement and Teaching of English Language Learners), Annie wrote sheltered science curriculum for middle grades English learners. Additionally, she worked on the NICHD-funded Vocabulary Instruction and Assessment of Spanish-speakers (VIAS) project, collaborating with the Research Core team to develop an instrument which measures teachers’ knowledge of vocabulary development and instruction (Teachers’ Knowledge of Vocabulary Survey).
Annie also works with the Immigrant and Refugee Integration program area at CAL, writing ESL materials for adult refugees as part of domestic and overseas cultural orientation curricula and promoting a welcoming schools model for immigrant and refugee families.
Prior to coming to CAL, Annie was a certified ESL teacher and taught at a STEM-focused public charter school in Cambridge, Massachusetts. Annie did her undergraduate studies in Psychology and Canadian Studies at McGill University. She studied abroad in Lyon, France and is fluent in French. Annie holds two master’s degrees: an Ed.M. from the Harvard Graduate School of Education and an M.A. in Immigration and Settlement Studies from Ryerson University in Toronto. Her M.A. thesis work comparing the integration experiences of immigrants in the U.S. and Canada was published in TESOL Quarterly. Annie also taught English as a Foreign Language in Besançon, France and in Xiantao, Hubei Province, China.
The March for our Lives: Bringing Power and Authenticity to the Language and Literacy Standards - A CAL Commentary
This document highlights how student activities connected to the recent March for Our Lives events provide real-world examples of collaboration, argumentation and other skills that demonstrate that they are not only college and career ready, but community driven.
This five-minute video with companion professional development activities is designed to serve as a professional development tool to help increase awareness of the needs of beginner English learners in the content classroom.
Based on a 21st century approach to academic literacy that is aligned with today’s rigorous standards, this resource provides research-based strategies and practical, hands-on tools to help educators develop effective classroom activities. The package includes a comprehensive workbook supported by authentic classroom video and two complete unit plans on CD-ROM.
CAL Commentary: The March for our Lives: Bringing Power and Authenticity to the Language and Literacy Standards
This document highlights how student activities provide real-world examples of collaboration, argumentation and other skills that demonstrate that they are not only college and career ready, but community driven.
The Internationals Network for Public Schools is working to improve graduation rates for English learners through the opening of targeted programs that place ELs on a level playing field with their peers.
Over the past decade, the Anchorage School District has become one of the most diverse in the country, serving students who speak nearly 100 different languages.
The need for newcomer programs has increased and spread geographically throughout the United States as more immigrants and refugees are moving outside major metropolitan areas.