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Katie Bernstein

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Associate Professor
Faculty, TEMPE Campus, Mailcode 5411
Biography: 

As an applied linguist and former early childhood teacher, Katie Bernstein studies the language and literacy practices of linguistically diverse students in classroom settings. Her work examines the social interactions of young children as contexts for second language learning. Additionally, by looking closely at what young children say and do—and how they say and do it— Professor Bernstein's research provides a window into what young students understand about language, literacy, their peers, and themselves. This research is situated at the intersection of education and applied linguistics and draws on ideas from sociocultural theory and practice theory, as well as from postmodern and critical perspectives on language and literacy. Her primary research methods are qualitative, ethnographic, and discourse analytic.

Professor Bernstein has been published in TESOL Quarterly, Applied Linguistics Review, and Linguistics and Education. Her dissertation, which examined language learning and identity formation for four emergent bilinguals across their year in pre-kindergarten, won the American Association of Applied Linguistics Best Dissertation Award in 2016.

Education: 
  • Ph.D. Education (Language, Literacy and Culture), University of California-Berkeley
  • M.A. Education (Language, Literacy and Culture), University of California-Berkeley
  • B.A. Linguistics, Duke University
Research Interests: 

Guiding Research Questions:

  • How do young children's peer interactions contribute to their language learning and their knowledge about languages?
  • What do preschool teachers believe about language learning and linguistic diversity, and how do those beliefs relate to teachers' own histories?

Current Research Projects:

Dr. Bernstein is researching preschoolers' peer-to-peer talk about language in two preschool classrooms. Examining children's talk--in combination with data about each classroom's peer social network--will help her understand how children's interactions with multilingual classmates contribute to their knowledge about languages and language learning. 

Dr. Bernstein and her colleagues are also conducting research that follows 14 pairs of early childhood classroom teachers as they implement two-way bilingual immersion models in their classrooms for the first time. The study examines the challenges—both material and ideological—of transitioning to a dual language model. It also investigates the effects of ongoing teacher professional development in drama as a language/literacy teaching technique, measured by outcomes such as student language growth and changes in teachers’ classroom talk.

Publications: 

Bernstein, K.A. (2020). (Re)defining success in language learning: Positioning, participation and young emergent bilinguals at school. Bristol, UK: Multilingual Matters. https://books.google.com/books?id=MAr2DwAAQBAJ&newbks=1&newbks_redir=0&hl=en

Bernstein, K., Katznelson, N., Amezcua, A., Mohamed, S., & Alvarado, S.L. (2020). Equity/social justice, instrumentalism/neoliberalism: Dueling discourses of dual language in principals' talk about their programs. TESOL Quarterly, 54(3), p. 652-684. https://doi.org/10.1002/tesq.582

Bernstein, K. A. (2018). The perks of being peripheral: English learning and participation in a preschool classroom network of practice. TESOL Quarterly 52(4),798-844https://doi.org/10.1002/tesq.428

Katznelson, N. & Bernstein, K. A. (2017). Rebranding bilingualism: The shifting discourses  of language education policy in California's 2016 election. Linguistics and Education, 40, 11-17. https://doi.org/10.1016/j.linged.2017.05.002

Bernstein, K.A. (2017). Writing their way into talk: Emergent bilinguals’ emergent literacy practices as pathways to peer interaction and oral language growth. Journal of Early Childhood Literacy, 17(4), 485-531. https://doi.org/10.1177/1468798416638138

Bernstein, K.A. (2016). “Misunderstanding” and (mis)interpretation as strategic tools in intercultural interaction between pre-school children. Applied Linguistics Review, 7(4), 471-494. http://dx.doi.org/10.1515/applirev-2016-0021 

Research Activity: 

 

Fall 2021
Course NumberCourse Title
DCI 790Reading and Conference
EPA 790Reading and Conference
DCI 792Research
DCI 799Dissertation
Spring 2021
Course NumberCourse Title
ECD 321Emerging Language and Literacy
DCI 790Reading and Conference
EPA 792Research
DCI 792Research
Fall 2020
Course NumberCourse Title
ECD 321Emerging Language and Literacy
SLC 494Special Topics
HUL 494Special Topics
SGS 494Special Topics
POS 494Special Topics
SLC 598Special Topics
HUL 598Special Topics
EPA 790Reading and Conference
DCI 790Reading and Conference
Spring 2020
Course NumberCourse Title
ECD 321Emerging Language and Literacy
DCI 790Reading and Conference
Fall 2019
Course NumberCourse Title
ECD 321Emerging Language and Literacy
TEL 780Practicum
DCI 790Reading and Conference
TEL 791Seminar
TEL 799Dissertation
Summer 2019
Course NumberCourse Title
BLE 529Lang Assess & Eval ESL/BLE St
TEL 780Practicum
TEL 791Seminar
Spring 2019
Course NumberCourse Title
TEL 780Practicum
DCI 790Reading and Conference
TEL 791Seminar
TEL 799Dissertation
Fall 2018
Course NumberCourse Title
ECD 321Emerging Language and Literacy
TEL 780Practicum
DCI 790Reading and Conference
TEL 791Seminar
TEL 792Research
Summer 2018
Course NumberCourse Title
BLE 597Capstone
TEL 780Practicum
TEL 791Seminar
Spring 2018
Course NumberCourse Title
ECD 321Emerging Language and Literacy
DCI 790Reading and Conference
TEL 792Research
Fall 2017
Course NumberCourse Title
ECD 321Emerging Language and Literacy
Spring 2017
Course NumberCourse Title
BLE 220Foundations of SEI
ECD 321Emerging Language and Literacy