Associate Professor Curriculum & Instruction, University of Illinois at Urbana-Champaign, 2004 - present
Assistant Professor Curriculum & Instruction, University of Illinois at Urbana-Champaign, 2001 - 2004
Ph.D., Curriculum & Instruction, University of Illinois at Urbana-Champaign, 1996
M.A., Education, University of Iowa, 1990
B.S., Education, University of Iowa, 1986
Invited Speaker Workshop on Translating Language Science Research to Practice. Partnership for International Research and Education (PIRE), WA, D.C. PIRE is a funded by the National Science Foundation., 2015 - 2015
Plenary Speaker Sixth Annual Second Language Acquisition and Teacher Education (SLATE) Graduate Research Symposium, 2014 - 2014
Service Award College of Education, 2014 - 2014
Invited Presentation Intersection of Language, Learning and Culture in Early Childhood Education: Family, Community and School Contexts, 2013 - 2013
Fulbright Alternate The immigrant Experience in Germany: Students Experiences in School and its Impact on Literacy Learning, 2008 - 2008
Dr. Eurydice Bouchereau Bauer holds the rank of Associate Professor in the Departments of Curriculum and Instruction at the University of Illinois at Urbana-Champaign. Her research focuses on the literacy development, instruction, and assessment of students (preschool-grade 5) from diverse linguistic, economic, and cultural backgrounds, with a specific focus on bilingual reading and writing. Her current work focuses on the bilingual/biliteracy development of students in dual language settings. In the last 10 years, she has been co-Principal Investigator and a senior researcher on two US Department of Education grants totaling $2, 751, 154. In addition, Dr. Bauer has been the recipient of two Spencer Foundation grants. Dr. Bauer served on a number of national committees: Member of National Research Agenda Planning Panel for ELL Students; NAEP Reading Framework Study Comparison Expert Panel; Member of the Spencer Foundation Special Panel on Reconceptualizing and Reducing Risk in Early Childhood Development; and more recently participated in the PIRE international bilingual consortium meeting with a focus on cross-disciplinary research. Dr. Bauer’s research has been published in the Journal of Literacy Research, Reading Research Quarterly, Research in the Teaching of English, International Journal of Bilingualism, The Reading Teacher,and Journal of language, Identity and Education (forthcoming), among others.
Bauer, E., & Gort, M. (2011) Early biliteracy development: Images of how young bilinguals make use of their linguistic resources Routledge Publishers
García, G., Pearson, P., Taylor, B., Bauer, E., & Stahl, K. (2011) Socio-constructivist and political views on teachers’ implementation of two types of reading comprehension approaches in low-income schools Theory into Practice 50 (2), 149-156
Manyak, P., & Bauer, E. (2008) Explicit code and comprehension instruction for English language learners Reading Teacher 61 (5), 432-434
Aaron, J., Bauer, E., Commeyras, M., Cox, S., Daniell, B., Elrick, E., & al, e. (2006) No deposit, no return: Community, responsibility, and risk in critical inquiry classrooms.. International Reading Association: Newark, DE
O'Brien, D., & Bauer, E. (2005) New literacies and the institution of old learning Reading Research Quarterly 40 (1), 120-131
Bauer, E. (2003) Finding Esmerelda's shoes: A case study of a young bilingual child's response to literature. Multicultural issues in literacy and practice Erlbaum: Mahwah, NJ
Bauer, E., Hall, J., & Kruth, K. (2002) The pragmatics role of code-switching in play context International Journal of Bilingualism 6 (1), 53-74
Bauer, E. (2000) Code-switching during shared and independent reading: Lessons learned from a preschooler Research in the Teaching of English 35 (1), 101-130
Senior Personnel Instruction of Reading Comprehension: Cognitive Strategies or Cognitive Engagement, Institute of Education Sciences, 2003 - 2007
Principal Investigator Becoming literate in two languages: Lessons from a bilingual preschooler, Campus Research Board, 2001 - 2002
Featured Researcher WILL AM-FM-TV, 2013 - 2013
Parliamentarian & member of the Executive Board Literacy Research Association, 2006 - 2013
Co-Editor of the column on English Language Learners The Reading Teacher, International Reading Association, 2009 - 2011
Chair National Council of Teachers of English, 2005 - 2006
Professional Development Leader Teacher Professional Development, 2003 - 2006
Invited Member Multicultural & Diversity Issues Committee, American Educational Research Association, 2004 - 2005
Reviewer Reading Research Quarterly, 2001 - 2004
Chair Area XI: Literacy and Language Diversity, National Reading Conference, 2001 - 2003
Chairperson for Committee on Diversity & member of the Executive Board National Conference on Research in Language and Literacy, 2002 - present
Chair Studies and Research: Grants Subcommittee, International Research Association, 2000 - 2002
Found of Bilingual Educ Analyzes historical, political, and educational influences on bilingual/ESL education in US. Theoretical foundation of bilingual and ESL programs are examined as well as the effectiveness of program models in promoting academic achievement. Meets standards and course requirements for the Illinois State Board of Education Teaching Approval and Endorsement for Bilingual and ESL teachers. Course Information: Same as LLS 433. 3 undergraduate hours. 2 or 4 graduate hours.
Culture in the Classroom Explores cultural, political, and social factors that affect learning and teaching. Introduces students to the fields of educational anthropology and multicultural education and to the application of cultural information to curriculum development and classroom practice. The 3-hour undergraduate version and 4-hour graduate version meet the Cross-Cultural Studies for Teaching Limited-English-Proficient Students requirement for Bilingual and/or ESL Teaching Approval or Endorsement from the Illinois State Board of Education. Course Information: 3 undergraduate hours. 2 or 4 graduate hours.
Bilingual and ESL Assessment Explores the role of assessment in education of culturally and linguistically diverse students in K - 12 classrooms. Current trends in assessment in the United States will be analyzed as well as how assessments are used for the identification and placement of bilingual and ESL students. The use and scoring of language proficiency assessments will be examined along with various forms of classroom-based assessment. Meets ISBE assessment requirements for a bilingual and ESL teaching approval or endorsement. Course Information: Same as LLS 517. Prerequisite: CI 433 or consent of instructor.
Second Language Literacy II Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.