Luisa Liliana Costa

I am a passionate believer in the cultural and linguistic heritage that children bring to school as the foundation for the further development of literacy. Oral language centered around meaningful, engaging work provides children with a strong foundation to extend both what they know and who they are. My work with teachers involves building their capacity to do this work with skill, imagination, and conviction. Good teaching requires that teachers provide the kinds of learning opportunities that draw upon a range of learning modalities. I model this way of teaching and learning in my graduate classes so that my students can cultivate the knowledge, skills, and dispositions to be successful practitioners as well as advocates.

• Advocate and practitioner of Dual Language education
• Dual Language professional developer
• work with schools and their communities to implement Dual Language programs, to instill the value of multilingualism for all and the appreciation for and preservation of our linguistic and cultural roots
• Founded the Dual Language Parent Committee at PS 87 in Manhattan in 1992
• Facilitated workshops on Dual Language education in various schools with Dual Language programs in the New York region: Tarrytown, Peekskill, New Rochelle, Cypress Hills Community School, District 3 and 6 in Manhattan and Newark, NJ.

Bank Street College of Education Language Series Coordinator

Recent Keynotes:

• “Apoyo para la educación de sus hijos,” Changing Suburbs Institute, Manhattanville College, October 2010.  
• “Mining the Expertise of Dual Language Educators,”  Dual Language Educators Institute, College of New Rochelle, January 2010.

Dual Language Professional Developer, Amistad School

 

Fieldwork advisement to Dual Language teacher candidates 2009-2010 and 2010-2011

 

Member of NYSABE

Selected Publications and Presentations

• Costa, L. (2012). Tapping the oral traditions to support language development. Conference presentation, Dual Language Learners Conference. ACS, New York.

• Garro, L., & Romero, O. (2000). L1 teachers and L2 students: What K-3 mainstream classroom teachers know and need to know about English language learners. In J. Tinajero & R. DeVillar (Eds.), The power of two languages (pp. 45-57). New York: MacMillan & McGraw.

• Garro, L. (1999, July 10). Bilingual schooling that works. The New York Times, p. A12.

• Garro, L. (1999). One friend, dos amigos, twa zammi. Miami Herald, pp. A13.

• Garro, L. (1995). Creativity: The art of connecting. Seeds of Unfolding, 12(1), 8-12.

• Garro, L. (1991). Embracing the world of children. Seeds of Unfolding, 8(1), 26-28.

• Garro, L., & Parker, F. (1983). Relative suprasegmental characteristics. Journal of Phonetics II, 85-99.

• Garro, L., & Parker, F. (1982). Some suprasegmental characteristics of relative clauses in English. Journal of Phonetics, 10, 149-161.