Sandra Mercuri, Ph.D.

 

Degrees:

Ph.D. in Education with emphasis in Language. Literacy and Culture. University of California at Davis, 2007
M.A. in Bilingual Cross-Cultural Education, Fresno Pacific University, 2000
Bilingual Specialist Credential, California Commission on Teacher Credentialing, 1999
Licenciada en Letras (equivalent of a M.A. degree) Universidad Nacional de Mar del Plata, Argentina, March 30, 1996. with a specialization in Spanish linguistics and literature.

Bio:

Dr. Sandra Mercuri is an Assistant Professor at the University of Texas, Brownsville. She has over 20 years of experience in teaching in Argentina and the United States in K-12 schools and at the college level. She teaches courses in bilingual education and biliteracy and is working on research on the development of academic language across the content areas and the effect of long-term professional development for teachers of English learners. She provides training for teachers nationwide. She presents at national and international conferences on issues of second language acquisition and bilingualism, teacher training and ESL strategies. Dr. Mercuri has also published articles in professional journals about bilingual learners and the application of second language theories into classroom practice in the TESOL Quarterly, Talking Points and the NABE journal as well as professional journals in Spanish such as GIST. She has also co-authored the books Closing the Achievement Gap and Dual Language Essentials with Drs. Yvonne and David Freeman and Research-based Strategies for English Language Learners with Denise Rea. These books can be found at (http://www.heinemann.com/) Dr. Mercuri a native of Argentina is a fluent speaker of Spanish.

CV/Vitae:

Sandra Mercuri, Ph.D.

Teaching Interest:

BILS 3314 – BILC 6362 – EDSL 4306 – EDSL 4307 – EDLI 4351

Publications/Books:

1. and Y. Freeman and D. Freeman. Closing the Achievement Gap, Meeting the Needs of Older English Learners. Portsmouth, NH: Heinemann, 2001

2. and Y. Freeman and D. Freeman. Dual Language Essentials for Teachers and Administrators. Portsmouth, NH: Heinemann. 2005

3. and D. Rea. Research-based Strategies for English Language Learners. How to Reach Goals and Meet Standards, K-8. Portsmouth, NH: Heinemann. 2006

Chapters in Books:

1. and Rea, D. “Scaffolding and Contextualizing: Reading for Real with English Learners” in Linda Hoyt (ED). Spotlight on Comprehension. Building a Literacy of Thoughtfulness. Portsmouth, NH: Heinemann, 2005

Referred Journal Articles:

1. Mercuri, S. (2000). "Supporting Preliterate Older Emergent Readers to Become Bilingual and Biliterate." Talking Points 12(1): 8-13.

2. and Y. Freeman and D. Freeman “Keys to Success for Bilingual Students with Limited Formal Schooling.” Bilingual Research Journal (2001) 25(1,2): 203-213.

3. and Y. Freeman and D. Freeman . “Supporting Older Bilingual Students: Keys for Success” NYSABE Journal (New York State Association for Bilingual Education). (2003) 14: 1-18.

4. and Y. Freeman and D. Freeman . “Helping Middle and High School Age English Language Learners Achieve Academic Success” NABE Journal of Research and Practice. (2003) 1(1):110-120.

Invited Articles:

1. and D. Rea. “Reframing Instruction”. Language Magazine: the Journal of Communication and Education. March 2005.

Newsletters/Occasional Papers:

1. Mercuri, S (2001). “Tips for Working with Older Students with Limited Formal Schooling”. Bilingual Basics 4 (1):6-7

Course Schedule:

EDSL 6325.60 5:15-8:00pm M Collaborate

Area of Specialty and Responsibility:

The development of academic language across content areas for English learners
The effects of long-term professional development for teachers of English learners