Biography

Although retired, I continue to conduct and publish research and collaborate with bilingual teachers and schools. My current research focuses on the literacy development, instruction and assessment of bilingual students (preschool-8). In 2017, I published a peer-reviewed article in the Journal of Literacy Research on Mexican-American, bilingual fourth graders' use of translanguaging and cross-linguistic transfer strategies while reading in Spanish and English. One of my former Ph.D. students (Angela López-Velásquez) and I published another article in the Bilingual Research Journal on two Hispanic first graders' demonstration of heteroglossia and translanguaging strategies while reading in Spanish and English. Recently, I have been involved in the establishment and operation of a 90-10 Dual Language Program (Spanish-English) in the Urbana School District and a 50-50 Dual Language Program (Spanish-English) in the Champaign School District.

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Key Professional Appointments

Faculty Affiliate Latina/o Studies, University of Illinois at Urbana-Champaign, 1997 - present

Professor Curriculum & Instruction, University of Illinois at Urbana-Champaign, 2001 - 2013

Zero-time appointment Educational Policy Studies, University of Illinois at Urbana-Champaign, 1993 - 2013

Associate Professor Curriculum & Instruction, University of Illinois at Urbana-Champaign, 1995 - 2001

Assistant Professor Curriculum & Instruction, University of Illinois at Urbana-Champaign, 1989 - 1995

Senior Research Scientist Center for the Study of Reading, University of Illinois at Urbana-Champaign, 1988 - 1994

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Education

Ph.D., Education, University of Illinois at Urbana-Champaign, 1988

M.S., Education, State University of New York, Cortland, 1977

A.B., Sociology, Occidental College, Los Angeles, 1968

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Awards, Honors, Associations

Campus Award for Excellence in Graduate and Professional Teaching Honorable Mention, University of Illinois at Urbana-Champaign, 2000 - 2000

Distinguished Scholar Award College of Education, 1997 - 1997

Outstanding Graduate Teaching Award College of Education, 2010 - 2010

University Scholar University of Illinois at Urbana-Champaign, 2003 - 2006

Research & Service

My current research focuses on the literacy development, instruction and assessment of bilingual students (preschool-8). Recently, I have been involved in the establishment and operation of a 90-10 Dual Language Program (Spanish-English) in the Urbana School District and a 50-50 Dual Language Program (Spanish-English) in the Champaign School District.

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Publications

Stahl, K., & Garcia, G. (2015) Developing reading comprehension: Effective instruction for all students in preK-grade 2 Guilford Press: NY, USA

Garcia, G., & DeNicolo, C.. Improving the language and literacy assessment of emergent bilinguals. Literacy development with English learners Guilford Press: New York, NY, USA

Stahl, K., & Garcia, G.. Using assessments to map and evaluate the comprehension development of young children. Handbook of research on reading comprehension Guilford Press: New York, NY, USA

Jiang, B., Garcia, G., & Willis, A. (2014) Code-mixing as a bilingual instructional strategy. Bilingual Research Journal: The journal of the National Bilingual Education Association 37 (3), 311-326

Bezdicek, J., García, G., & Garcia, G. (2012) Working with preschool English language learners: A sociocultural approach. Teachers’ roles in second language learning: Classroom applications of sociocultural theory Information Age Publishing: Charlotte, NC

Camlibel, Z., & Garcia, G. (2012) Zehra's story: Becoming biliterate in Turkish and English. Early biliteracy development: Exploring young learners' use of their linguistic resources Routledge: New York, NY

García, G., Pearson, P., Taylor, B., Bauer, E., Stahl, K., & Garcia, G. (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

Garcia, G., & Bauer, E. (2009) Assessing student progress in the time of No Child Left Behind. Handbook of research on literacy and diversity Guilford Publications: NY

García, G., McKoon, G., August, D., & Garcia, G. (2008) Language and literacy assessment. Developing reading and writing in second language learners: Lessons from the report of the National Literacy Panel on language minority Children and youth Routledge, Center for Applied Linguistics, and the International Reading Association: NY

Garcia, G., Bray, T., Mora, R., Primeaux, J., Ricklef, M., Engel, L., & al, e. (2006) Working with teachers to change the literacy instruction of Latino students in urban schools National Reading Conference Yearbook 55, 155-170

García, G., McKoon, G., August, D., & Garcia, G. (2006) Language and literacy assessment of language-minority students. Developing literacy in second-language learners: Report of the national literacy panel on language-minority children and youth Lawrence Erlbaum: Mahwah, NJ

McCarthey, S., & Garcia, G. (2005) English language learners' writing practices and attitudes Written Communication 22 (1), 36-75

Garcia, G. (2003) Multicultural issues in literacy research and practice.. Erlbaum: Mahwah, NJ

García, G., & Garcia, G. (2003) Introduction: Giving voice to multicultural literacy research and practice. Multicultural issues in literacy research and practice Erlbaum: Mahwah, NJ

Bauer, E., García, G., & Garcia, G. (2002) Lessons from a classroom teacher's use of alternative literacy assessment Research in the Teaching of English 36 (4), 462-494

García, G., & Garcia, G. (2001) A theoretical discussion of young bilingual children's reading (Preschool - Grade 3) National Reading Conference Yearbook 50

García, G., Willis, A., & Garcia, G. (2001) Frameworks for understanding multicultural literacies. Reconceptualizing literacy in the age of pluralism and multi-culturalism Erlbaum: Mahwah, NJ

García, G., & Garcia, G. (2000) Bilingual children's reading. Handbook of reading research, 3 Erlbaum: Mahwah, NJ

Tsai, M., García, G., & Garcia, G. (2000) Who's the boss: How communicative competence is defined in a multilingual, preschool classroom Anthropology and Education Quarterly 31 (2), 230-252

García, G., & Garcia, G. (1998) Mexican-American bilingual students' metacognitive reading strategies: What's transferred, unique, problematic? National Reading Conference Yearbook 47, 253-263

Garcia63rd Yearbook of the Literacy Research Association, G., & Willis, A. (2015) Frameworks for Promoting Multicultural Literacies: Moving Toward Educational Justice.. Reconceptualizing Literacy in the New Age of Multiculturalism and Pluralism, 2nd ed.,. Information Age Publishing.: Charlotte, NC, USA

DeNicolo, C., Garcia, G., & , . (2014) Examining policies and practices: Two districts’ responses to federal reforms and use of language arts assessments with emergent bilinguals (K-3) 63rd Yearbook of the Literacy Research Association , 229-242

Noteborn, G., & Garcia, G. (2015) Turning MOOCs around: Increasing undergraduate academic performance by reducing test-anxiety in a flipped classroom. Emotions, technology, and learning Elsevier: San Diego, CA, USA

Garcia63rd Yearbook of the Literacy Research Association, G. (2014) Redux: Tranformative literacy—Theory, research, and reform: Introduction and Conclusion. 63rd Yearbook of the Literacy Research Association , 30-31; 86-87

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Presentations

, Working with preschool English language learners: A sociocultural approach (2012).: San Diego, CA.

Tips regarding mixed methods, invited panel presentation for graduate students’ seminar at the annual meeting of the Literacy Research Conference (formerly National Reading Conference) (2012).: San Diego, CA.

Bilingual first graders’ reading development in two languages (2012).: Vancouver, Canada.

Common Core State Standards (k-5) and English learners/bilingual research findings (2012). annual convention of International Reading Association: Chicago, IL.

Unequal opportunities to develop biliteracy in a dual language program (2011).: New Orleans, LA.

Improving bilingual and ESL education (IBEE) (2011). University of Illinois: Champaign, IL.

Year 3 Report: A comprehensive approach to improve the preparation of university faculty, pre-service, and in-service teachers to effectively teach limited English proficient students. Champaign, IL. (2010). US Department of Education.

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Grants

Principal Investigator A Comprehensive Approach to Improve the Preparation of University Faculty, Pre-service and In-service Teachers to Effectively Teach Limited English Proficient Students, U.S. Department of Education, 2007 - 2013

Principal Investigator Instruction of Reading Comprehension: Cognitive Strategies or Cognitive Engagement, Institute of Education Sciences, 2003 - 2007

Co-Principal Investigator Teachers for the 21st Century: Recruiting, Mentoring & Placing Culturally Diverse Teachers, U.S. Department of Education, 1996 - 1999

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Service

Associate Editor, AERJ-TLHD section AERJ-TLHD section, American Educational Research Association, 2010 - 2012

Member of Senior ETS Senior Advisory English Language Learner Panel Educational Testing Service, 2011 - present

Member National Literacy Panel on language minority students, Institute of Education Sciences, 2002 - 2004

Member Reading Study Group on Skillful Reading, RAND, 2000 - 2000

Elected Member Board of Directors, National Reading Conference, 1998 - 2000

Editorial Board Member International Reading Association, 1994 - present

Teaching

I am continuing to supervise the doctoral work of two Ph.D. students, who are at the dissertation stage: Chaehyun Lee and María Lang.

Georgia Garcia

Professor Emerita, Curriculum & Instruction

Contact

Office

41 Children's Research Center
51 E. Gerty
Champaign, IL 61820

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