Professional Biography
Kellie
Rolstad is Associate Professor of Applied Linguistics and Language
Education at the University of Maryland. Professor
Rolstad earned her PhD in Education at UCLA, where she also earned
degrees in
Linguistics (BA) and Applied Linguistics (MA). Dr. Rolstad previously
served as
Associate Professor of Language and Literacy and Curriculum Studies in
the Mary
Lou Fulton Graduate School of Education at Arizona State University.
Her
research interests include the language of schooling, language
diversity,
digital and unschooled learning and literacy, homeschooling, and
democratic
education. Her work has appeared in the Bilingual Research Journal, Bilingual
Review, Teachers College Record, Hispanic Journal of Behavioral Sciences,
Educational Policy, and in major edited collections. She serves on the
editorial board of the Journal of Unschooling and Alternative Learning and the International Multilingual Research Journal.
Research
- The language of schooling
- Language diversity
- Digital and unschooled learning and literacy
- Democratic education and unschooling
Selected Publications
Articles:
Rolstad, K. (2015). Second language instructional competence. International Journal of Bilingual Education and Bilingualism, (1), 1-13. doi:10.1080/13670050.2015.1057101
Rolstad, K.,
MacSwan, J., & Mahoney, K. (2012). The ineffectiveness of English immersion
in Arizona. International Journal of Language Studies, 6(2), 137-150.
MacSwan, J., &
Rolstad, K. (2006). How language tests mislead us about language ability:
Implications for special education placements. Teachers College Record,
108(11), 2304–2328.
Rolstad,
K., Mahoney, K., Glass, G. V. (2005). The big picture: A meta-analysis of
program effectiveness research on English language learners. Educational
Policy, 19, 572-594.
MacSwan,
J., & Rolstad, K. (2005). Modularity and the facilitation effect:
Psychological mechanisms of transfer. Hispanic Journal of Behavioral Science,
27(2), 224-243.
Rolstad,
K. (2002). Language death in Central Mexico: The decline of Spanish-Nahuatl
bilingualism and the new bilingual maintenance programs. Bilingual Review, 26(1),
3-18.
MacSwan,
J., Rolstad, K., & Glass, G. V. (2002). Do some school-age children have no
language? Some problems of construct validity in the Pre-LAS Español. Bilingual
Research Journal, 26(2), 213-238.
Rolstad, K., MacSwan, J., McLaren, P. (2000). Pädagogik
und Sprache: Basil Bernsteins Werk und Wirkung. [Pedagogy and language: Basil
Bernstein’s work and impact]. Sozialwissenschaftliche Literatur Rundschau,
1, 5-11.
Rolstad, K. (1999). Effects of two-way immersion on the ethnic identification of third language students. Bilingual Research Journal, 21(1), 43-63.
Book Chapters:
Krashen,
S., Rolstad, K. & MacSwan, J. (2012). Review of “Research summary and
bibliography for Structured English Immersion programs” of the Arizona English
Language Learners Task Force. In C. Faltis & B. Arias (eds.) English Learners in Arizona, pp. 107-118.
Bristol, UK: Multilingual Matters.
MacSwan,
J., & Rolstad, K. (2010). The role of language in theories of academic
failure for linguistic minorities. In J. Petrovic (ed.) International Perspectives on Bilingual Education: Policy, Practice, and Controversy, pp. 173-193. Charlotte,
NC: Information Age Publishing.
Rolstad,
K., & MacSwan, J. (2009). Bilingualism and education. In Enrique G.
Murillo, Jr. (ed.), Handbook of Latinos and Education: Theory, Research & Practice,
pp. 309-314. New Jersey: John Benjamins.
MacSwan,
J., & Rolstad, K. (2008). Semilingualism: Theory and critique. In J.
Gonzalez (ed.), Encyclopedia of Bilingual
Education, pp. 737-739. Thousand Oaks, California: Sage Publishers.
Rolstad,
K., & MacSwan, J. (2008). BICS/CALP: Theory and critique. In J. Gonzalez
(ed.), Encyclopedia of Bilingual
Education, pp. 62-65. Thousand Oaks, California: Sage.
Rolstad,
K. (2008). English Immersion. In J. Gonzalez (ed.), Encyclopedia of Bilingual Education, pp. 259-264. Thousand Oaks,
California: Sage.
Mahoney,
K., & Rolstad, K. (2008). Program effectiveness: The research syntheses. In
J. Gonzalez (ed.), Encyclopedia of
Bilingual Education, pp. 675-678. Thousand Oaks, California: Sage.
Rolstad,
K. (2006). Enacting anti-bias education through preschool dual immersion. In L.
Diaz Soto (Ed.), The Praeger Handbook of
Latino Education in the U.S., pp. 36-43.
Westport, Connecticut: Greenwood Press.
Rolstad,
K. (2005). Two-way bilingual instruction of third language children: Immersion
or submersion? In B. Hufeisen & R. Fouser (Eds.), Introductory Readings in L3, pp. 83-100. Tübingen: Stauffenburg
Verlag.
MacSwan,
J., & Rolstad, K. (2003). Linguistic diversity, schooling, and social
class: Rethinking our conception of language proficiency in language minority
education. In C. B. Paulston & R. Tucker (Eds.), Sociolinguistics: The Essential Readings, pp. 329-340. Oxford:
Blackwell.
Teaching
- EDCI436 Understanding
Cross-Cultural Communication for Teaching English Language Learners
- EDCI633 Teaching for Cross
Cultural Communication
- EDCI 434: Pedagogy of
Teaching English Language Learners
- EDCI 634 Methods of
Teaching ESOL
- EDPS788K Alternative
Learning and Democratic Schooling
Contact Information
2207 Benjamin BuildingDepartment of Teaching and Learning, Policy and Leadership
Division of Language, Literacy, Culture, and Social Inquiry (LLCSI)
College of Education
University of Maryland
College Park, MD 20742
Email: rolstad@umd.edu
Phone: (301) 405.7924
Fax: (301) 314.9055