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Dr. Freedson’s scholarly interests focus on bilingualism, literacy development, and instructional practices that improve school outcomes for English language learners, as well as the preparation of teachers to serve bilingual and immigrant students. A former elementary teacher with the Lost Angeles public schools, she has conducted research on educational policy and the classroom experiences of low-income, language minority children in Mexico, Central America and the United States. She teaches graduate and undergraduate classes on early literacy development and instruction, and has provided professional development for teachers and administrators throughout New Jersey and beyond. She is the lead author of the Classroom Assessment of Supports for Emergent Bilingual Acquisition (CASEBA) - an observational rating scale that assesses preschool classroom quality for dual language learners. A native of Reading, Pennsylvania, she received her doctorate in Language and Literacy from the Harvard Graduate School of Education.
Language, literacy and bilingualism
Language arts/literacy instruction in early childhood and elementary classroom settings
Educational equity and English language learners