The purpose of the CTME is to:
- provide research and evidence-based policies and procedures to educational professionals
- assure that educational systems are prepared
- facilitate all students becoming multiple language learners who embrace global languages
- Center researchers develop and evaluate approaches to instruction that lead to high levels of academic achievement and multiple language proficiencies as well as transnational awareness in K-12 students. The results of this research will inform the preparation of teachers, administrators, counselors, speech-language therapists, and social workers as a basis to provide innovative professional preparation for pre- and in-service education professionals that responds to current societal needs.
- Understanding that these approaches necessitate schools that are accessible, inviting, and easily navigated by everyone, and acknowledging the important role families and communities play in the intellectual development of children, CTME will also develop practices designed to expand and enhance family competencies and build on community-based funds of knowledge needed to effectively communicate with school personnel, support student learning, and make informed education-related decisions.
- Georgia State University Faculty Receive $2.7 Million Federal Grant For Bilingual Learning Project
- Documentation of Dual Language Immersion Schools
- Upcoming Georgia Association for Multilingual & Multicultural Education Dual Language Symposium
- Study Abroad in Mexico to learn about global movements, education, and culture
- Presenting at La Cosecha Conference
Communities and bilingual education $2.7 million grant, directed by Dr. Laura May
Sue Kasun, Center Director — Sue Kasun, Ph.D., is Associate Professor of Language Education in the Department of Middle and Secondary Education. She has over two decades of experiences as a K-12 and university educator in Mexican and U.S. schools as a bilingual and ESOL educator. Kasun has a well-respected body of research with transnational Mexican families, spanning borders in multi-sited work. Most recently, she has been involved in local Latino family community organizing at a Georgia Dual Immersion elementary school. Her publications have appeared in Teachers College Record, Anthropology & Education Quarterly, and Equity & Excellence in Education.
Cathy Amanti (Associate Director of Program Development and Community Outreach) — Cathy Amanti, from the Department of Early Childhood and Elementary Education (ECEE), brings experience as a bilingual education teacher, curriculum specialist, and school administrator to her work in the Center for Transnational and Multilingual Education. Her research focuses on families and community, bilingual education, and the global flow of education policies. Her publications address such topics as critical perspectives on teaching and learning, culturally and linguistically relevant pedagogy, and language and power. She is internationally recognized for her work on Funds of Knowledge
Laura May (Associate Director of Research) — Laura May, also from ECEE, spent the first 6 years of her career as a Spanish-English bilingual elementary teacher and bilingual literacy specialist in school districts. Since that time and for the past 13 years, she has worked as a teacher educator focused on culturally and linguistically relevant pedagogy and researched culturally and linguistically relevant teaching practices. She is currently PI on two National Professional Development
Projects, Juntos and ESCUELA.
Carla McNelly (Postdoctoral Research Associate), is from the Department of Early Childhood and Elementary Education (ECEE), brings decades of international experience from multilingual education, sustainable development, and Honduran immigration to her work in the Center for Transnational and Multilingual Education. Her research focuses on multilingual and multicultural education in public schools, family engagement, and supporting pre-service and in-service teachers for today’s multilingual classrooms. Her publications address such topics as language learning as a right and as maintaining cultural identity, engaging undergraduates in community-based research projects, access to higher education for marginalized communities, and qualitative models for assessing socio-cultural integration of bilingual education programs.
Ethan Tinh Trinh (Graduate Research Assistant), is a doctoral student, focusing on Language and Literacy at CEHD’s Middle and Secondary Education. He is a Vietnamese immigrant, an ESOL instructor and a transnational researcher who dedicates his time, efforts and scholarship to work with transnational students. His research interests are queer theory, decolonizing teacher’s identities, and nepantleras.