Professional Biography

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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.


Selected Publications


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. 

Rolstad, K., Mahoney, K. & Glass, G. V. (2008). The  big picture in bilingual education: A meta-analysis corrected for Gersten’s coding error. Journal of Educational Research & Policy Studies, 8(2), 1-15.

Rolstad, K., Swadener, E & Nakagawa, K. (2008). “Verde - sometimes we call it green”:  Construal of Language Difference and Power in a Preschool Dual Immersion Program. International Journal of Equity and Innovation in Early Childhood, 6(1), 73-93.

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.

Rolstad, K., Mahoney, K. & Glass, G. V. (2005). Weighing the evidence: A meta-analysis of bilingual education in Arizona. Bilingual Research Journal, 29(1), 43-67.

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.

Rolstad, K. (2002). Language attitudes. In B. J. Guzzetti (Ed.), Literacy in America: An Encyclopedia of History, Theory, and Practice, pp. 281-286. Santa Barbara: ABC-CLIO Publishers.


Contact Information

2207 Benjamin Building
Department 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

Phone: (301) 405.7924
Fax: (301) 314.9055