Sarah Surrain, Ed.M., is a Ph.D. student in Education at Harvard University.  She studies the early language and literacy development of children from diverse linguistic backgrounds.  She is particularly interested in how language environments at home and at school influence oral language development during early childhood.  Current projects include a study looking at parents’ perceptions of bilingualism and an investigation of how bilingual language environments influence language development during the transition from home to center-based care in early childhood.  Previously, she was a curriculum developer and literacy coach in Spanish-English bilingual classrooms in Chicago and taught Spanish as a foreign language in PK-12 settings.

 

Download Sarah's curriculum vitae.

Recent Presentations

The Effects of Native Language Instruction on the Language and Literacy Achievement of PreK-6th Grade Language Minority Students, at the Society for the Scientific Study of Reading, Halifax, Nova Scotia, Canada, Friday, July 14, 2017:

The question of how schools can best serve language minority (LM) children continues to be the subject of ongoing debate. Previous syntheses have found small positive effects of bilingual education on the English outcomes of LM students. Few have examined native language outcomes and none have included studies conducted in PreK. This study updates and extends previous research by meta-analyzing 14 studies published from 2005 to 2015. A mixed-effects model was used to 1) pool the effect of bilingual education—defined as native language instruction during the school day—on English and...

Read more about The Effects of Native Language Instruction on the Language and Literacy Achievement of PreK-6th Grade Language Minority Students
More

Share