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My research, teaching and community engagement activities
focus on second/foreign language learning and teaching in K-12
school settings. I study (a) the second language acquisition and
educational experiences among adolescent immigrant/refugee
students, and (b) how preservice and inservice second/foreign
language teachers learn to teach content while maximizing
language learning in the classroom. These interconnected
research interests are fueled by my experience of many years as
an ESL/EFL or Spanish teacher and my continued contact with
teachers, graduate students, and English language learners.
Current topics of interest
- The role of literacy in the acquisition of second
language oral language skills
- The multilingualism and multiliteracy of Somali youth
- The intersection of race, religion, gender and ethnicity
among Somali youth
- Community- and school-based racialization experiences of
Somali youth
- The educational needs of adolescent English language
learners with limited or interrupted formal schooling
- Making out-of-school connections to classroom learning
- How foreign language teachers learn to integrate culture
in their classes in ways that transform how students
understand and interact with the peoples who speak the
language they are learning
Selected publications
Tarone, E., Bigelow, M. & Hansen, K.
(2009). Literacy and second language oracy. Oxford:
Oxford University Press.
http://www.oup.com/uk/catalogue/?ci=9780194423007
Bigelow, M., Basford, L., & Smidt, E.
(2008). The academic and social transition to school and
the role of native language support. Journal of
Southeast Asian American Education and Asian Advancement.
(Special on-line issue on Hmong immigrants).
http://jsaaea.coehd.utsa.edu/index.php/JSAAEA
Bigelow, M. (2008). Somali adolescents’
negotiation of religious and racial bias in and out of school.
Theory into Practice. Special issue on immigrant education,
47(1), 27-34.
Ngo, B., Bigelow, M., & Wahlstrom, K.
(2007). The transition of Wat Tham Krabok Hmong children to
Saint Paul Public Schools: Perspectives of teachers, principals,
and Hmong parents. Hmong Studies Journal, 8, 1-36.
Tarone, E. & Bigelow, M. (2007). Alphabetic
print literacy and processing of oral corrective feedback in the
L2. In A. Mackey (Ed.), Interaction and Second Language
Acquisition. Oxford University Press.
Basford, L., Hick, S. & Bigelow, M. (2007).
Educating Muslims
in an East African US charter high school. Occasional Paper
No. 147. National Center for the Study of Privatization in
Education, Columbia University, New York, NY, November 15, 2007.
Bigelow, M. (2007). Social and cultural
capital at school: The case of a Somali teenage girl with
limited formal schooling. In N. R. Faux (Ed.), Low-educated
adult second language and literacy acquisition proceedings of
symposium (pp. 7-22). Richmond, VA: Literacy Institute at
Virginia Commonwealth University.
Tarone, E., Bigelow, M. & Hansen, K. (2007).
The impact of alphabetic print literacy level on oral second
language acquisition. In N. R. Faux (Ed.), Low-educated adult
second language and literacy acquisition proceedings of
symposium (pp. 99-122). Richmond, VA: Literacy Institute at
Virginia Commonwealth University.
Tarone, E., Bigelow, M. & Swierzbin, B
(2006). The impact of literacy level on features of
interlanguage in oral narratives. Rivista di Psicolinguistica
Applicata, 6(3), 65-77.
Bigelow, M., Ranney, S., & Dahlman, A.
(2006). Keeping the language focus in content-based ESL
instruction through proactive curriculum-planning. TESL
Canada Journal, 24(1), 40-58.
Bigelow, M., delMas, R., Hansen, K., &
Tarone, E. (2006). Literacy and the processing of oral recasts
in SLA. TESOL Quarterly, 40(4), 665-689.
Tarone, E., & Bigelow, M. (2005). Impact of
literacy on oral language processing: Implications for second
language acquisition research. Annual Review of Applied
Linguistics, 25, 77-97.
Bigelow, M., & Tedick, D. J. (2005).
Combining second and foreign language teacher education: Rewards
and challenges. In D. J. Tedick (Ed.), Second language
teacher education: International perspectives (pp. 295-311).
Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Bigelow, M., Ranney, S. & Hebble, A. (2005).
Choosing depth over breadth in a content-based ESL classroom. In
J. Crandal and D. Kaufman (Eds.) Content-based language
instruction in the K-12 setting (pp. 179-193). Washington,
DC: TESOL.
Bigelow, M., & Ranney, S. (2005).
Pre-service ESL teachers' knowledge about language and its
transfer to lesson planning. In N. Bartles (Ed.), Applied
linguistics and language teacher education (pp. 179-200).
New York: Springer Science+Business Media, Inc.
Bigelow, M., & Tarone, E. (2004). The role
of native language literacy in second language acquisition:
Doesn't who we study determine what we know? TESOL Quarterly,
39(1), 689-700.
Bigelow, M., & Walker, C. (Eds.). (2004).
Creating teacher community: Selected papers from the Third
International Conference on Language Teacher Education.
CARLA Working Paper Series #24. Minneapolis, MN: University of
Minnesota, The Center for Advanced Research on Language
Acquisition.
Bigelow, M. (2002).
Effective Instruction for English Language Learners in the K-12
Setting.
Awards
2008 Distinguished Teaching Award, College of Education
and Human Development
January 2008
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