EDUCATION:
Ph.D. 9/78 - 3/81, University of California, Los Angeles – Developmental Psychology
M.A. 9/76 - 6/77, University of California, Los Angeles – Developmental Psychology
B.A. 9/72 - 6/76, University of California, Santa Barbara – Psychology, Linguistics

SELECTED PROFESSIONAL EXPERIENCE:
2011- Professor Emerita, Child Development, College of Education, San José State Univ. 
1996-2010 Professor, Child Development, College of Education, San José State University. 
1996 Visiting Scholar, School of Education, Stanford University.
1991 - 1996 Assoc Professor, Child Development, College of Education, San José State Univ. 
1988 - 1994 Research Associate, Center for the Study of Families, Children and Youth, Stanford University. 
1988 - 1991 Asst Professor, Child Development, College of Education, San José State Univ. 
1985 - 1988 Assistant Research Psychologist, UCLA, Center for Language Education and Research. Research coordinator for large project on dual language education; development of research projects, data analyses, report preparation.
Winter, 1987 Visiting Professor, Stanford University.

SELECTED PROFESSIONAL ACTIVITIES:

2018      Consultant, Center for Applied Linguistics, Revision, Outside Evaluator for IES Program Grant.                                      2017      Consultant, American Councils Research Center                                                                                                            2017      National Dual Language Forum, Advisory Committee                                                                                                   2016–17 Consultant, Center for Applied Linguistics, Revision, Guiding Principles for Dual Language Programs                            2016      Editorial consultant, Early Child Development and Care                                                                                                 2015 - Consultant and evaluator, Alisal Union School District – for bilingual program development and improvement for EL students.
2015    Consultant, National Academy of Sciences. Preparation of paper reviewing research on the academic and language development of ELLs. 
2014 - Consultant, Eastern Carolina University, Dual Language university/community/district coop
2013 - 2015 Technical consultant and evaluator, Oregon Department of Education, Dual Language Program Collaborative in 8 Oregon school districts. 
2013 - Consultant and evaluator, Family Engagement Institute, Foothill-DeAnza Community College District – for Family Engagement and Transitional Kindergarten Projects.
2013- 2014 Planning team, Dual Language Researcher Convocation, Utah.
2013- Editorial consultant, Educational Policy
2012- Editorial board, Journal of Immersion and Content-Based Language Education.
2009- Consultant, UCLA Lab School, dual language project.
2009 Consultant, Administration for Children and Families, US Dept of HHS.
2009 Consultant, Bilingual Education World Languages Project, Chicago Public Schools.
2008- Evaluation leader for SOBRATO Early Literacy program—a tri-county collaborative for English language learners.
2008- Consultant to nine schools and school districts to help develop more appropriate programs and assessments for ELL students.
2008 Assistant Program Development leader for PROMISE Preschool initiative. 
2007 Consultant, Canadian Language and Literacy Research Network, Research Policy Paper. 
2006- Evaluation leader for PROMISE Initiative—a six county collaboration for English language learners.
2006- Consultant, California State Department of Education, development of paper for Professional Paper Series on English Language Learners.
2006 Educational Testing Service Working Advisory Group on English Language Learners. 
2006 Two-Way CABE Preschool Think Tank. 
2006 Consultant to six school districts to help develop more appropriate programs for ELL students and assistance with ELL Master Plan.
2006 Charter School advisory for program evaluation and making a case to retain the charter: Multicultural Learning Center, Canoga Park, CA.
2005- Charter School advisory for program development at four California schools.
2005-06 Consultant to California State Department of Education, preparation of electronic toolkit on evaluation and assessment in dual language education programs.
2005 Consultant to Superintendent, Portland Public Schools, Oregon to develop position paper for meeting needs of ELL students in Portland schools.
2002-03 Consultant to the National Clearinghouse for English Language Acquisition, Wash DC, monograph on effective characteristics & standards in Dual Language Education. 
2002 Panel of Experts on Instructional Approaches Based on Scientific Research Appropriate to Students of Limited English Proficiency, University of Illinois at Chicago, IL.
2001-05 Consultant to Center for Applied Linguistics, Washington DC, Language Learning and Academic Achievement Synthesis Team.
2000 Consultant to the US Department of Education to develop Title VII regulations for Dual Language Education Programs.
2000 Consultant to the US Department of Education, Secretary Riley’s speechwriter, on Dual Language Education.
2000 Consultant to the National Clearinghouse for Bilingual Education and the US Department of Education to develop a monograph on Dual Language Education.
2000 Consultant to California State Department of Education, preparation of chapter on assessment in dual language education programs.
2000 - Editorial board, The International Journal of Bilingualism and Bilingual Education
2000 - Editorial consultant to Educational Psychology.

Assistance with Program Design, Presentations to Board of Education, Administrators and School Staff and Parents, Local and State Education Agencies and School Districts – in 16 states and 60 school districts

SELECTED PERSONAL PUBLICATIONS:
Books:

  • Genesee, F., Lindholm-Leary, K.J., Saunders, W., and Christian, D. (2006). Educating English Language Learners. NY: Cambridge University Press.
  • Lindholm-Leary, K. J. (2001). Dual Language Education. Avon, England: Multilingual Matters.
  • Christian, D., Montone, C., Lindholm, K., and Carranza, I. (1997). Profiles in Two-Way Immersion Education. Washington, D.C.: Delta Systems, Inc. and ERIC Clearinghouse on Languages and Linguistics.


Chapters:

  • Lindholm, K. J., Martinez, M.I., & Molina, R.  (in press).  Dual language educaton as a state equity strategy.  In N. Avineri, L.R. Graham, E.J. Johnson, R.Riner, & J.D. Rosa (Eds), Language and social justice: Case studies on communication and the creation of just societies.  New York NY:  Routledge.

  • Lindholm, K. J., & Molina, R.  (in press). Dual language educaton programs. In G. Pack & R. Brooks (Eds.), Diverse Programs in Magnet Schools.  Magnet Schools of America.

  • Lindholm-Leary, K.  (in press).  Implications of research for dual language at the early childhood level.  In M.B. Arias and M. Fee (Eds), Profiles of Dual Language Education in the 21stCentury. Avon, England: Multilingual Matters.

  • Lindholm-Leary, K. (in press). Developing Spanish in dual language programs: Preschool through twelfth grade. In K. Potowski (Ed.), Handbook of Spanish as a Minority/Heritage Language. New York NY: Routledge.

  • Lindholm-Leary, K. (2016). Bilingualism and academic achievement in children in dual language programs. In E. Nicoladis & S. Montanari (Eds.), Lifespan perspectives on bilingualism. Washington DC: APA Books.
  • Lindholm-Leary, K., (2016) Bilingual and biliteracy skills in young Spanish-speaking low-SES children: Impact of instructional language and primary language proficiency. In T.M. Hickey and A-M. Truscott de Mejia (Eds.) Immersion Education in the Early Years  Abingdon: Routledge.
  • Genesee, F., & Lindholm-Leary, K. (2011). The education of English language learners. In K. Harris, S. Graham, & T. Urdan (Eds.), APA Educational Psychology Handbook, Vol III, pp. 499-526. Washington DC: APA Books.
  • Lindholm-Leary, K. (2011). Student Outcomes in Chinese Two-Way Immersion Programs: Language Proficiency, Academic Achievement, and Student Attitudes. In D. Tedick, Christian, D., & Fortune, T. (Eds.), Immersion education: Practices, policies, possibilities. Avon, England: Multilingual Matters.
  • Lindholm-Leary, K., & Genesee, F. (2010). Alternative Educational Programs For English Language Learners. In California Department of Education (Eds.), Improving Education for English Learners: Research-Based Approaches, pp. 323-382. Sacramento: CDE Press.
  • Lindholm-Leary, K. J., & Howard, E. (2008). Language and academic achievement in two-way immersion programs. In T. Fortune & D. Tedick (Eds.) Pathways to bilingualism: Evolving perspectives on immersion education. Avon, England: Multilingual Matters.
  • Genesee, F., & Lindholm-Leary, K. (2007). Dual language education in Canada and the USA. In J. Cummins & N. Hornberger (Eds.), Encyclopedia of Language and Education, Volume 5: Bilingual Education. Norwell, MA: Springer.
  • Lindholm-Leary, K. (2006). What are the most effective kinds of programs for English language learners? In E. Hamayan & R. Freeman (Eds.), English language learners at school (pp. 64–85). Philadelphia: Caslon.
  • Lindholm-Leary, K. J., & Borsato, G. (2006). Academic achievement. In F. Genesee, K. Lindholm-Leary, W. Saunders, and D. Christian (Eds.), Educating English Language Learners, pp. 157-179. NY: Cambridge University Press.
  • Lindholm-Leary, K. J., & Molina, R. (2006). The power of two-way bilingual immersion programs in promoting educational success in Latino communities. In L. Diaz Soto (Ed.). Praeger handbook of Latino education. Westport, CT: Praeger.
  • Lindholm-Leary, K. J., & Ferrante, A. (2005). Follow-up study of middle school two-way students: Language proficiency, achievement and attitudes. In R. Hoosain & F. Salili (Eds.), Language in multicultural education. Greenwich, CT: Information Age Publishing, pp. 157-179.
  • Lindholm, K. J., & Molina, R. (2000).  Two-way bilingual education: The power of two languages in promoting educational success.  In J. V. Tinajero & R. A. DeVillar (Eds.), The power of two languages 2000:  Effective dual-language use across the curriculum.  New York: McGraw Hill, pp. 163-174 .


Journal Articles:

  • Lindholm-Leary K.  (in press).  English language proficiency trajectories of Latino EL students in dual language programs. NABE Journal of Research and Practice.

  • Lindholm-Leary, K. (2016). Students’ perceptions of bilingualism in Spanish and Mandarin dual language programs. International Multilingual Research Journal, 10(1), 59-70.
  • Lindholm-Leary, K.  (2015).  Two-way/dual language education:  Then and now. Multilingual Educator, 13-16.

  • Lindholm-Leary, K., & Genesee, F. (2014). Student outcomes in one-way and two-way immersion and indigenous language education. Journal of Immersion and Content-Based Language Education, 2(2), 165-180DOI: 10.1075/jicb.2.2.01lin
  • Lindholm-Leary, K. (2014). Bilingual and biliteracy skills in young Spanish-speaking low-SES children: impact of instructional language and primary language proficiency. International Journal of Bilingual Education and Bilingualism 17(2), 144-159. DOI: 10.1080/13670050.2013.866625
  • Lindholm-Leary, K. (2013). Dual language instruction in the U.S. Americas Quarter, Update on Policy, 7, 97-98.
  • Genesee, F., & Lindholm-Leary, K. (2013). Two case studies of content-based language education. Journal of Immersion and Content-Based Language Education, 1(1), 3–33.
  • Lindholm-Leary, K. (2012). Success and challenges in dual language education. Theory into practice, 51(4), pp. 256-262. DOI:10.1080/00405841.2012.726053
  • Lindholm-Leary, K., & Hernández, A. (2011). Achievement and language proficiency of Latino students in dual language programmes: native English speakers, fluent English/previous ELLs, and current ELLs, Journal of Multilingual and Multicultural Development, 32(6), 531-545.
  • Lindholm-Leary, K.J., & Block, N. (2010). Achievement in predominantly low-SES Hispanic dual language schools.International Journal of Bilingual Education and Bilingualism, 13(1), 1-18.
  • Lindholm-Leary, K. J., Hargett, G., & Lambert, J. (2007). How to evaluate your dual language program: A beginner’s toolkit.Multilingual Educator, pp. 26-27.
  • Lindholm-Leary, K. J., Hardman, L., & Meyer, P. (2007). What makes two-way programs successful at the elementary and middle school levels. Language Magazine: The Journal of Communication and Education, 6(5), 10-23.
  • Lindholm-Leary, K.J. (2006). Resultats de l’alumnat que participa en programes de llengua dual als estats units (Student achievement in dual language programs in the US). Quaderns d’avaluació, 6, 78-94.
  • Lindholm-Leary, K. J., & Borsato, G. (2005). Hispanic high schoolers and mathematics: Follow-up of students who had participated in two-way bilingual elementary programs. Bilingual Research Journal, 29, 641-652.
  • Genesee, F., Lindholm-Leary, K., Saunders, W., & Christian, D. (2005). English language learners in U.S. schools: An overview of research findings. Journal of Education for Students Placed at Risk, 10(4), 363-385.
  • Lindholm-Leary, K. J. (2005). The rich promise of two-way immersion. Educational Leadership, 62, 56-59
  • Lindholm-Leary, K. J. (2003). Dual language achievement, proficiency, and attitudes among current high school graduates of two-way programs. NABE Journal, 26, 20-25.
  • Lindholm, K. J. (1993). Un modelo educacional de éxito para estudiantes inmigrantes de origen latino [A successful educational model for Latino immigrant students]. Revista de Psicología social y personalidad [Journal of Social Psychology and Personality], 9, 85-94.
  • Lindholm, K. J., & Aclan, Z. (1991). Bilingual proficiency as a bridge to academic achievement: Results from bilingual/immersion programs. Journal of Education, 173, 99-113. Reprinted in U.S. Department of Education, Advances in Education Research. Washington, DC: National Clearinghouse for Bilingual Education.
  • Padilla, A. M., Lindholm, K. J., Chen, A., Duran, R., Hakuta, K., Lambert, W. E., & Tucker, G. R.  (1991).  The English-only movement:  Myths, reality, and implications for psychology.American Psychologist, 46, 120-130.


Special Projects, Technical Reports, and Papers:

U.S. Office of Bilingual Education and Minority Languages Affairs/Office of English Language Acquisition: Over 150 Evaluation Reports

  • Howard, E. R., Lindholm-Leary, K. J., & Rogers, D., Olague, N., Medina, J., Kennedy, B., Sugarman, J., & Christian, D.  (2018). Guiding Principles for Dual Language Education(3rd ed.). Washington, DC: Center for Applied Linguistics.

  • Lindholm-Leary, K.J. (2015). Fostering School Success For English Learners K-12: Language and Academic Development of Dual Language Learners during the School Years. Unpublished manuscript commissioned by the Committee on Fostering School Success for English Learners: Toward New Directions in Policy, Practice, and Research. Child and Adolescent Development, San Jose State Univ.

  • Lindholm-Leary, K.  (2015).  Secondary Dual Language Education.  In the Starlight.  San Diego County Office of Education, San Diego, CA.

  • Lindholm-Leary, K.  (2015).  Sobrato Early Academic and Literacy (SEAL) Project: Final Research Report.  San Jose, CA. 

  • Lindholm-Leary, K.J. (2010). PROMISE Initiative Student Outcomes. San Bernardino, CA: PROMISE Design Center.http://www.promise-initiative.org/report-on-findings

  • Lindholm-Leary, K., and PROMISE Preschool county staff. (2010). PROMISE Preschool Resource Guide.
  • Howard, E. R., Sugarman, J., Christian, D., Lindholm-Leary, K. J., & Rogers, D. (2007). Guiding Principles for Dual Language Education (2nd ed.). Washington, DC: Center for Applied Linguistics.
  • Lindholm-Leary, K., and Hargett, G. (2006). Evaluator’s Toolkit for Dual Language Programs. Online (posted at www.cal.org/twi)


Webinars

  • Lindholm-Leary, K. (May, 2012). Sobrato Early Academic Literacy: Family Information and Child Outcomes. WestEd.
  • Lindholm-Leary, K., & Genesee, F. (February, 2011). Alternative Programs for English Learners. WestEd Schools Moving Up Webinar Series.


Selected Presentations at Professional Meetings [Over 175 presentations]

  • Lindholm-Leary, K.  (April, 2018).  Promising Programs for ELs:  K-12 Findings from the National Academy of Sciences Report on the Education of ELs. Prepared for American Educational Research Association annual meeting, New York, NY.

  • Lindholm-Leary, K.  (April, 2018).  Educational Trajectories of Latino Low-Income Previous EL Students in Dual Language Programs. Prepared for American Educational Research Association annual meeting, New York, NY.

  • Lindholm-Leary, K. (March, 2018).  Bilingual, Biliteracy, and Socio-Emotional Development in PreK-3 English Learners. Featured Speaker, California Association for Bilingual Education, Sacramento, CA.

  • Lindholm-Leary, K.  (February, 2018).  Promoting Bilingualism and Biliteracy in ELs:  What We Know from Research and Best Practices.  26thAnnual National Two-Way Bilingual Immersion Conference, Long Beach, CA.

  • Lindholm-Leary, K.  (November, 2017).  Promoting Multilingualism and Achievement Through Effective Dual Language Programs and Pathways.  18thAnnual Accountability Leadership Institute, Los Angeles, CA.

  • Lindholm-Leary, K.  (November, 2017).  Why Dual Language?  Keynote address, Fresno Dual Immersion Conference, Fresno, CA.

  • Lindholm-Leary, K.  (November, 2017).  Promoting Bilingualism and Biliteracy in ELs:  What We Know from Research and Best Practices.  La Cosecha, Albuquerque, NM.

  • Lindholm-Leary, K.  (June, 2017).  25 Years of Research and How it Can Guide Future Success in TWI Education.  25thAnnual National Two-Way Bilingual Immersion Summer Conference, Palm Springs, CA.

  • Lindholm-Leary, K.  (April, 2017).  Educational Trajectories of Latino ELL Students in Dual Language Programs. Prepared for American Educational Research Association annual meeting, San Antonio, TX.

  • Lindholm-Leary, K.  (March, 2017).  Educational Trajectories of EL Students in Dual Language Programs.  Featured Speaker, California Association for Bilingual Education, San Francisco, CA.

  • Lindholm-Leary, K.  (October, 2016). Educational Trajectories of At-Risk Latino EL Students in Dual Language Programs, CARLA Conference, St Paul, Minnesota.

  • Lindholm-Leary, K.  (June, 2016). Assessment and Accountability in Dual Language Programs. 24thAnnual National Two-Way Bilingual Immersion Summer Conference, Sacramento, CA.

  • Lindholm-Leary, K. (March, 2016). The Critical Importance of Bilingualism. Featured Speaker, California Association for Bilingual Education, San Francisco, CA.

  • Lindholm-Leary, K. (March, 2016). The Transformative Power of Dual Language Programs. Keynote address, EL Alliance, Eugene, OR.
  • Lindholm-Leary, K. (April, 2015). Student Outcomes in Dual Language Programs. Paper prepared for American Educational Research Association annual meeting, Chicago, IL.
  • Lindholm-Leary, K. (March, 2015). Transforming ALL Students for Life: The Incredible Success of Two-Way/Dual Language Programs. Keynote address, San Diego County Dual Language Institute, San Diego, CA.
  • Lindholm-Leary, K. (June, 2014). 10 Things You Should Know about Promoting Success in Two-Way/Dual Language Education. Keynote address, 22nd Annual National Two-Way Bilingual Immersion Summer Conference, Sacramento, CA.
  • Lindholm-Leary, K. (April, 2014). Latest Research on PreK through Grade 12 EL Students in DL Programs. San Diego County Dual Language Institute, San Diego, CA.
  • Lindholm-Leary, K. (April, 2013). Understanding ELLs at Different English Proficiency Levels in Dual Language Programs. American Educational Research Assoc, San Francisco, CA.
  • Lindholm-Leary, K. (October, 2012). Understanding the Role of Assessment and Accountability in Dual Language Programs. Invited presentation, CARLA Conference, St Paul, Minnesota.
  • Lindholm-Leary, K. (March, 2011). Language and Literacy Skills in PreK – Grade 2 Students: Implications for TWI/Dual Programs. Featured Speaker, California Association for Bilingual Education, Long Beach, CA.
  • Lindholm-Leary, K., & Genesee, F. (March, 2011). Alternative Programs for English Learners. California Association for Bilingual Education, Long Beach, CA.
  • Lindholm-Leary, K. (January, 2011). Dual Language Success: The Significance of Language and Literacy. Keynote speaker. Texas AMIU Bilingual Conference, Austin, Texas.
  • Genesee, F., & Lindholm-Leary, K. (December, 2010). Oral Language Development in English Learners. Accountability Institute, Burlingame, CA.
  • Lindholm-Leary, K., & Hernandez, N. (April, 2009). Disaggregating Background Factors in the Achievement and Attitudes of Hispanic Students in Dual Language Programs. American Educational Research Association, San Diego, CA.
  • Lindholm-Leary, K. (April, 2009). How Sociocultural Context Influences Language, Literacy and Achievement in Two-Way Programs. AERA, San Diego, CA.
  • Lindholm-Leary, K., & Block, N. (March, 2008). Achievement in Predominantly Low-SES Hispanic Dual Language Schools. American Educational Research Association, NY.
  • Lindholm-Leary, K. (November, 2007). Research on Effective Programs and Program Features for EL Students. Invited presentation, Achievement Gap Summit, Sacramento, CA.
  • Lindholm-Leary, K. (April, 2005). Synthesis of the Scientific Research on the Academic Achievement of ELL Students. AERA, Montreal, Quebec, Canada.
  • Lindholm-Leary, K., & Borsato, G. (April, 2004). Mathematics Achievement of Middle-School Hispanic Students Participating in Two-Way Bilingual Programs. American Educational Research Association, San Diego, California.

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