The acronym CLAVE refers to the Spanish word for “code” or “key” as this project aims to provide the “key” to high-quality STEM education for emergent multilingual in Bilingual and Dual Language (BDL) programs. This project aims to: (a) increase the capability of more BDL teachers in Massachusetts and Puerto Rico to implement integrated STEM and literacy practices through an equity lens; (b) increase ELs’ English language proficiency and achievement in STEM disciplines through integrated content and literacy instructional practices; (c) develop transferable guidance and a replicable model for BDL teacher PD and licensure to states included in the edTPA (Teacher Performance Assessment) consortium.

 

Selected publications:

• Di Stefano, M., Almazán-Vázquez, A., Yepes, W, (in press). Dismantling Gender Binary Associations in the Spanish Class: Three Transnational Testimonios. In K. F. Davidson, L. J. Randolph, and S. M. Johnson (Eds.), How We Take Action: Social Justice in K-16 Language Classrooms. 
• Di Stefano, M., Villanueva, I., Esquinca, A. (in press). Reconceptualizing bilingual/dual-language teacher education to promote disciplinary biliteracies in STEM. In C.R. Aquino-Sterling, M. Gort, & B.B. Flores (Eds.), Innovating Curricular & Pedagogical Designs in Bilingual Teacher Education: Bridging the Distance with P-12 Contexts. 
• Di Stefano, M., Almazán-Vázquez, A., Yepes-Amaya, W., & Britton, E. R. (2021). “Tu lucha es mi lucha”: Teaching Spanish through an equity and social justice lens. Foreign Language Annals, 1–23. https://doi.org/10.1111/flan.12578
• Villanueva, I., Di Stefano, M., Gelles, L., Youmans, K., Hunt, A. (2020). Development and Assessment of a Vignette Survey Instrument to Identify Responses due to Hidden Curriculum among Engineering Students and Faculty. International Journal of Engineering Education, 36 (5), 1549-1569.