Elaine C. Allard teaches Language Minority Education (EDUC 53/ LING 053), Teaching English as a Second Language (EDUC 56), Latinos and Education (EDUC 153), Qualitative Research Methods: Educational Research for Social Change (EDUC 65), and Introduction to Education (EDUC 14). Her ethnographic research focuses on language, immigration, and schooling, with a particular focus on Latino immigrant newcomers.
Before pursuing graduate study in educational linguistics, Elaine taught English as a second language at a high school in Philadelphia and English as a foreign language in Rome.
Allard, E. (Forthcoming, Dec. 2016). Latecomers: The sources and impacts of late arrival among adolescent immigrant students. Anthropology & Education Quarterly, 47(7).
Allard, E. (2015). Undocumented status and schooling for newcomer teens.
Harvard Educational Review, 85(3),478- 501.
Allard, E., Mortimer, K., Gallo, S., Link, H., & Wortham, S. (2014). Immigrant Spanish as liability or asset: Generational diversity in language ideologies at school. Journal of Language Identity and Education, 13(5), 335-353.
Gallo, S., Link, H., Allard, E., Wortham, S. & Mortimer, K. (2014). Conflicting Ideologies of Mexican Immigrant English across Levels of Schooling. International Multilingual Research Journal, 8(2), 124-140.