Lindsey Moses is a professor and the program coordinator for the M.A. in Literacy Education in the division of Educational Leadership and Innovation in the Mary Lou Fulton Teachers College at Arizona State University. She has taught undergraduate and graduate courses in Early Childhood Education, Elementary Education, Culturally and Linguistically Diverse Education, and Literacy. She is a former elementary teacher of multilingual learners and is passionate about supporting literacy instruction in diverse classrooms.
Lindsey is the author/co-author of four professional books: Supporting English Learners in the Reading Workshop; Comprehension and English Language Learners: 25 Oral Reading Strategies that Cross Proficiency Levels; What Are the Rest of My Kids Doing? Fostering Independence in the K-2 Reading Workshop, and a new book coming in 2024 Supporting Multilingual Learners: 50 Strategies for Language and Literacy Instruction. She has authored over 30 peer-reviewed articles based on classroom research on effective language and literacy development. She has authored many invited articles and online contributions in addition to presenting over a 100 practical and research-based presentations nationally and internationally.
Lindsey’s expertise in language and literacy instruction is sought after by schools, districts, and companies nationally and internationally. She provides long and short-term professional development and consulting and worked with PBS Kids and Center for Games and Impact to help create and launch its first online world. Lindsey partners with local teachers to conduct collaborative research based on problems of practice. She uses this research to support schools and districts improve their language and literacy instruction for multilingual learners.
Education
Ed.D. Educational Studies (Literacy and Culturally and Linguistically Diverse Education), University of Northern Colorado
M.A. Interdisciplinary Studies (ESL, Multicultural, Bilingual Education), University of Northern Colorado
B.S. Elementary Education, Montana State University
Lindsey’s research interests include examining effective language and literacy instructional practices for multilingual students. This research has been conducted in the U.S. and international contexts. Her research approaches include collaborative and participatory approaches to support educators in identifying pedagogical challenges, designing instructional innovations to address these challenges, and supporting the data collection and analysis of the instructional innovations. Lindsey is committed to conducting research in collaboration with educators with a purpose for supporting educational experiences for children, communities and educators. This includes publishing for both academic and practitioner audiences
Publications
Sample Publications:
Moses, L. & *Torrejon, C. (2023). Literacy-based play with young emergent bilinguals: Explorations in vocabulary, translanguaging, and identity work. TESOL Quarterly.
Moses, L., **Hajdun, M., & **Alvarado, A. (2021). Translanguaging together: Building bilingual identities con nuevos amigos. The Reading Teacher, 75(3), 291-304.https://doi.org/10.1002/trtr.2060
Moses, L., & *Kelly, L.B. (2017). The development of positive literate identities among bilingual and monolingual first graders. Journal of Literacy Research, 49(3), 393-423. doi: 10.1177/1086296X17713291
