Elaine C. Allard teaches Language Minority Education (EDUC 53/ LING 053), Latinos and Education (EDUC 153), 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. Current projects include a qualitative case study of a high school newcomer classroom and curriculum development with the Philadelphia Bilingual Education Institute.
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. (In press). Undocumented status and schooling for newcomer teens. Harvard Educational Review.
Allard, E. (In press). Latecomers: Exploring the antecedents of late arrival among emergent bilinguals in secondary schools. Anthropology & Education Quarterly.
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.