Meg Burns teaches in the Language and Literacy Division.
Professional Title: Assistant Professor
Areas of Academic Focus and Expertise: Biliteracy development (Spanish-English), methods of teaching emerging bilingual elementary students, multicultural education, critical theory and pedagogy, whiteness studies, language policy
Area of Work and Concentration at Lesley: Teaching English to Speakers of Other Languages (TESOL) and Bilingual Education
Representative List of Recent Courses Taught: Cultural Responsive Teaching; Sheltered English Instruction; Language and Literacy Development in the Early Years
Education: BA, Vassar College; MA, University of Massachusetts, Boston; PhD, University of Colorado, Boulder
Representative List of Recent Publications / Exhibitions: Burns, M. (2016, April). Defining and enacting multiculturalism in a Dual Language school: A case study. Paper presented at American Educational Research Association annual meeting, Washington, D.C.Burns, M. and Alvarez, A. (2016, April). Collectivism and Individualism in Emerging Bilingual Students' Writing: Implications for Culturally Relevant Pedagogy. Poster presented at American Educational Research Association annual meeting, Washington, D.C.
Meg began her teaching career as a Two-Way Spanish Immersion first grade teacher. Her scholarship is driven by two complementary strands: methods of teaching emerging bilingual children at the elementary level (specifically with regards to literacy development in Spanish and English), and the sociological dimensions of bilingual and multicultural education. Her doctoral dissertation examined issues of race, culture, and equity in a Two-Way Dual Language school. She is currently conducting research with Two-Way teachers modifying their English Language Development program in the early elementary grades. Meg is fluent in Spanish as a second language.
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