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Kathy Escamilla

Affiliations: 
Education University of Colorado, Boulder, Boulder, CO, United States 
Area:
Bilingual and Multicultural Education, Teacher Training Education, Hispanic American Studies
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Parents

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Children

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Maria R. Coady grad student 2001 CU Boulder
Heather L. Riley-Bernal grad student 2003 CU Boulder
Elizabeth Grassi grad student 2004 CU Boulder
Elizabeth A. Mahon grad student 2004 CU Boulder
Reynaldo Reyes grad student 2004 CU Boulder
Shanan Fitts grad student 2006 CU Boulder
Bryan R. Waite grad student 2006 CU Boulder
Lorretta Chavez grad student 2007 CU Boulder
Sobeida Vizcarra grad student 2009 CU Boulder
Sandra A. Butvilofsky grad student 2010 CU Boulder
Elizabeth Eldridge grad student 2010 CU Boulder
Susan W. Hopewell grad student 2010 CU Boulder
Wendy L. Sparrow grad student 2010 CU Boulder
Jose M. Garcia-Paine grad student 2011 CU Boulder

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Publications

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Escamilla K, Shannon S, García J. (2022) Four decades after Castañeda: a critical analysis of Bilingual/Dual Language Education in Colorado. Language Policy. 1-23
Strong KA, Escamilla K. (2020) The need for nuance: Relationships between EL English proficiency and accountability outcomes Bilingual Research Journal. 43: 92-110
Butvilofsky SA, Escamilla K, Gumina D, et al. (2020) Beyond Monolingual Reading Assessments for Emerging Bilingual Learners: Expanding the Understanding of Biliteracy Assessment Through Writing Reading Research Quarterly
Escamilla K, Butvilofsky S, Hopewell S. (2018) What Gets Lost When English-Only Writing Assessment Is Used to Assess Writing Proficiency in Spanish-English Emerging Bilingual Learners? International Multilingual Research Journal. 12: 221-236
Butvilofsky SA, Hopewell S, Escamilla K, et al. (2017) Shifting Deficit Paradigms of Latino Emerging Bilingual Students’ Literacy Achievement: Documenting Biliterate Trajectories Journal of Latinos and Education. 16: 85-97
Soltero-González L, Sparrow W, Butvilofsky S, et al. (2016) Effects of a Paired Literacy Program on Emerging Bilingual Children’s Biliteracy Outcomes in Third Grade: Journal of Literacy Research. 48: 80-104
Hopewell S, Butvilofsky S, Escamilla K. (2016) Complementing the Common Core with Holistic Biliteracy. Journal of Education. 196: 89-100
Fránquiz ME, Escamilla K, Valdez VE. (2016) Co-editors’ introduction: Research on language planning—30 years plus Bilingual Research Journal. 39: 167-172
Hopewell S, Escamilla K. (2014) Struggling reader or emerging biliterate student? Reevaluating the criteria for labeling emerging bilingual students as low achieving Journal of Literacy Research. 46: 68-89
Sparrow W, Butvilofsky S, Escamilla K, et al. (2014) Examining the Longitudinal Biliterate Trajectory of Emerging Bilingual Learners in a Paired Literacy Instructional Model Bilingual Research Journal. 37: 24-42
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