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Luisa Liliana Costa

Supervised Fieldwork Advisor, Course Instructor

Academic Interests

Dual Language theory and practice, programs and effective implementation strategies First and second language acquisition and supports Methodologies in teaching second languages through content Oral language as the foundation for literacy Parents and second language choices Teaching of reading and writing in Spanish and in English as second languages

Some of the Values that Shape My Work

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.

Work with Families, Children, Schools, and Communities

  • 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

Selected Professional Development Work

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.

Educational Background

  • Ph.D., City University of New York
  • M.A., Louisiana State University, Baton Rouge
  • B.A., Universidad Nacional de La Plata, Argentina

Selected Publications

  • 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. New York Times, pp. A12.

  • Garro, L (1999, July 19). 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 l0, l49-161.

Find me also on:

Bilingual Schooling that Works The Power of Language and Culture in our Children’s Education. Raising Kids Bilingually The Amistad School One Language One Day/A Second One on the Next

Contact me:

(212) 875-4689 lcosta@bankstreet.edu
610 W 112Th St # 612
New York, NY 10025-1898