Dr. Sarah C. K. Moore is Program Director of PreK-12 English Learner Education at the Center for Applied Linguistics (CAL), where she oversees projects addressing the educational needs of emergent bilingual students. Dr. Moore directs CAL’s Education Connections projects, which target provision of professional development and distribution of resources, as well as cultivation of leadership skills, among mainstream content area teachers with limited prior exposure to issues associated with language minority schooling.
Dr. Moore’s work focuses on: teacher preparation; educator professional development; program models for the instruction of emergent bilingual students; investigating implementation and change models in schools and systems; virtual and online learning and professional development; language planning, policy, and politics; and, education policy implementation. She has taught and led both pre- and in-service teacher preparation in a range of settings and across grade levels.
Her recent publications and edited volumes include Language policy processes and consequences: Arizona case studies (editor, Multilingual Matters, 2014) and Handbook of heritage, community, and Native American Languages: Research, policy, and practice (co-editor, Routledge, 2014). She is book review co-editor for the journal, Language Policy (Springer). Dr. Moore’s PhD in Education Policy with emphasis on Language Policy is from Arizona State University.
The project will customize an online platform (Oba) to enhance traditional approaches to professional development (PD) through teacher networks.
Accelerating the Common Core Promoting Educator Networks: Standards-Based Instruction for Secondary English Learners (PEN)
CAL is partnering with the Institute for Global and Online Education in the College of Education, University of Oregon, on this two-year project to provide support for secondary teachers working to implement the Common Core with English learners.
The Center for Applied Linguistics manages the Language Policy Research Network (LPReN), an international organization of researchers, scholars, and stakeholders in the field of language policy.
This book traces the recent socio-historical trajectory of educational language policy in Arizona, and includes chapters by scholars and practitioners who have been directly involved in documenting, and contesting, Arizona's restrictive English-only policies.
Handbook of Heritage, Community, and Native American Languages in the United States: Research, Policy, and Educational Practice
This timely and comprehensive publication provides a state-of-the-art overview of major issues related to heritage, community, and Native American languages in the United States, providing a foundational perspective on how these languages are learned and used in a variety of contexts and outlining the importance of drawing on these languages as valuable national resources.
Three videos, available on one DVD with a companion viewers guide, illustrate three SIOP lessons at different grade levels: second grade, eighth grade, and high school/GED. Designed to deepen understanding of SIOP Model implementation at the classroom level and to support professional development initiatives, these videos are also used in CAL SIOP professional development workshops and online learning.