Ester de Jong is Professor and program leader in the Culturally and Linguistically Diverse Education program at the University of Colorado Denver. Prior to UC Denver, she was the Director of the School of Teaching and Learning and Professor in ESOL/Bilingual Education at the University of Florida in Gainesville, Florida. Dr. de Jong was President of TESOL International Association (2017-2018).
Areas of Expertise
- Bilingual education
- Teacher education
- English language learners
- Language policy
Awards
- de Jong, E.J. (2019-2020). Principal Investigator. Partnership for Education and Educational Reform: Project PEER 2.0. Saudi Arabia Ministry of Education ($963,680.76)
- de Jong, E.J. (2019-2020). Principal Investigator. Partnership for Education and Educational Reform: Project PEER 2.0. Saudi Arabia Ministry of Education ($367,116)
- de Jong, E.J. (2017-2018). Principal Investigator. Principal Investigator. Suwannee Public Schools ($20,000)
- de Jong, E.J. (2016-2017). Principal Investigator. Providing ELL Support grant. Suwannee Public Schools ($30,000)
- Bondy, E., de Jong, E.J., & Colvin, S. (2014-2017). Project ADePT: Advancing the Development of Preservice Teachers. ($2,718,695). Center for Excellence in Elementary Teacher Preparation. Florida Department of Education.
- de Jong, E.J. (August 2009-2010). Principal Investigator. Equity in education: Scaffolding for peer interaction in linguistically heterogeneous classrooms. ($40,000). Spencer Foundation.
- de Jong., E.J., Coady, M., & Harper (July 2007 – July 2012). Principal Investigator. Developing English Language and Literacy through Teacher Achievement (Project DELTA). ($1,107,771). U.S. Department of Education. Project #T195N070016.
Research
My research focuses on equity and integration in the context of dual language education and preparing teachers to work with bilingual learners in K-12 schools.
Publications and Presentations
Books
- de Jong, E.J. (2011). Foundations for Multilingualism in Education: From Principles to Practice. Philadelphia, PA: Caslon Inc.
Books, Co-authored
- Ramirez, P.C., Faltis, C. J., & de Jong, E.J. (2018) (Eds). Learning from Emergent Bilingual Latinx Learners in K-12. New York, NY: Routledge.
Peer Reviewed Articles
- de Jong, E.J., Barko-Alva, K., & Yilmaz, T. (2022). Integration in TWBE: Opportunities, Challenges, and Possibilities. Journal of Immersion and Content-Based Language Education.
- de Jong, E.J., Coulter, Z., & Tsai, M. (2020; online). Adolescent Students’ Views on their Two-Way Bilingual Education Program: Bilingualism, Belonging, and Translanguaging. Special Topics Issue, International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2020.1783635.
- Yilmaz, T., & de Jong, E.J. (2020). Translanguaging as a Boundary Crossing Mechanism: A Turkish-American Youngster and Her Linguistic Negotiation of Three Discursive Spaces. Australian Journal of Applied Linguistics, 3 (1), 11-25.
- de Jong, E.J., & Naranjo, C. (2019). General Education Teacher Educators and English Language Learner Teacher Preparation: Infusion as Curricular Change. The New Educator, 15(4), 331-354.
- de Jong, E.J., Yilmaz, Y., & Marichal, N. (2019). Positioning Multilingualism as a Resource in Dual Language Education, Theory into Practice, 58 (2), 107-120.
- de Jong, E.J., Naranjo, C., Li, S., & Ouzia, A. (2018) Beyond Compliance: ESL Faculty's Perspectives on Preparing General Education Faculty for ESL Infusion, The Educational Forum, 82 (2), 174-190.
- Lee, Y., Kim, H., & de Jong, E.J. (2018). Becoming a Teacher of Culturally and Linguistically Diverse Students: Elementary Pre-service Teachers' ESL Field Experiences Working with English Language Learners, Sunshine State TESOL Journal, 12 (1), 29-40.
- Turkan, S., & de Jong, E.J. (2018). An Exploration of Preservice Teachers’ Reasoning About Teaching Mathematics to English Language Learners. Teacher Education Quarterly, 45 (2), 37-60.
- de Jong, E.J., Li, Z., Zafar, A., & Wu, C. (2016). Language policy in multilingual contexts: Revisiting Ruiz’s “language-as-resource” orientation. Bilingual Research Journal, 39 (3-4), 200-212.
- de Jong, E.J. (2016) Two-Way Immersion for the Next Generation: Models, Policies, and Principles, International Multilingual Research Journal, 10 (1), 6-16.
- Coady, M. R., Harper, C.A., & de Jong. E.J., (2016). Aiming for equity: Preparing mainstream teachers for inclusion or inclusive classrooms? TESOL Quarterly, 50 (2), 340-368.
- de Jong, E.J. (2014). Program design and two-way immersion programs. Journal of Immersion and Content-Based Language Education, 2(2),241-256.
- de Jong, E.J., & Bearse, C.I. (2014). Dual Language programs as a strand within a secondary school: Dilemmas of school organization and the TWI mission. International Journal of Bilingual Education and Bilingualism, 17(1), 15-31.
- de Jong, E.J. (2013). Preparing mainstream teachers for multilingual classrooms, Association of Mexican American Educators Journal, 7(2), 40-49.
- de Jong, E.J., Harper, C.A., & Coady, M. (2013). Enhanced knowledge and skills for elementary mainstream teachers of English language learners. Theory into Practice, 52 (2), 8997.
- de Jong, E.J. (2013). Policy discourses and U.S. language in education policies. Peabody Journal of Education, 88 (1), 98-111.
- Coady, M., de Jong, E. J., & Harper, C. A. (2011). Preservice to practice: Mainstream teacher beliefs of preparation and efficacy with English language learners in the state of Florida. Bilingual Research Journal 34(2), 223-239.
- Harper, C. A., & de Jong, E. J. (2009). English language teacher expertise: The elephant in the room. Language and Education, 23(2), 127-151.
- de Jong, E.J., & Howard, E. (2009). Integration in two-way immersion education: Equalising linguistic benefits for all students. International Journal of Bilingual Education and Bilingualism, 12(1), 81-99.
- Bearse, C. I., & de Jong, E.J. (2008) Cultural and linguistic investment: Adolescents in a secondary two-way immersion program. Equity & Excellence in Education, Special Topics Issues on Bilingualism, 41(3), 325-240.
- de Jong, E.J. (2008). Contextualizing policy appropriation: Teachers’ perspectives, local responses, and English-only ballot initiatives. Urban Review, 40 (4), 350-370.
- Gort, M., de Jong, E.J., & Cobb. C. D. (2008). SEeIng through a bilingual lens: Structural and ideological contexts of structured English immersion in three Massachusetts districts. Journal of Educational Research and Policy Studies, 8 (2), 41-67.
- Harper, C.A., de Jong, E.J., & Platt, E. (2008). Marginalizing English as a second language teacher expertise: The exclusionary consequence of No Child Left Behind. Language Policy, 7, 267-284.
- de Jong, E.J., (2006). Integrated bilingual education: An alternative approach. Bilingual Research Journal, 30(1), 23-44.
- de Jong, E.J., Gort, M., & Cobb, C.D. (2005). Bilingual education within the context of English-only policies: Three districts’ responses to Question 2 in Massachusetts. Educational Policy, 19(4), 595-620.
- de Jong, E.J., & Harper, C.A. (2005). Preparing mainstream teachers for English language learners: Is being a good teacher good enough? Teacher Education Quarterly, 32(2), 101-124.
