Faculty and Staff Directory
Heineke, Amy J.
Amy Heineke, Ph.D., is the Associate Professor of Bilingual and Bicultural Education in the School of Education at Loyola University Chicago. Her research focuses on teacher preparation for ELs, including the role of culturally and linguistically diverse clinical and international experiences for teacher candidates, as well as classroom teachers’ active role in language education policy.
- Ph.D., Arizona State University, Tempe, AZ
- Teaching, Learning, and Leading with Schools and Communities (B.S.Ed. & M.Ed.)
- Bilingual/Bicultural Education (B.S.Ed.)
- English Language Teaching and Learning (M.Ed.)
- ESL Endorsement Program
- Teacher preparation for English learners
- Language policy in education
- Linguistically responsive practice
Professional & Community Affiliations
- American Educational Research Association (AERA)
- Association of American Colleges of Teacher Education (AACTE)
- English Learners Advocacy Council in Higher Education (ELACHE)
- Illinois Association for Multilingual and Multicultural Education (IAMME)
- International Baccalaureate (IB)
- National Association for Bilingual Education (NABE)
- Teaching English to Speakers of Other Languages (TESOL)
CIEP 503: Culturally Relevant Literature for Children and Adolescents
CIEP 504: Applied Linguistics for Teachers
- Loyola University Chicago, School of Education Distinguished Faculty Award for Excellence in Research (2016)
- Heineke, A. J. (2016). Restrictive language policy in practice: English learners in Arizona. Multilingual Matters, Series on Bilingualism and Bilingual Education.
- Heineke, A. J., Ryan, A. M., & Tocci, T. (2015). Teaching, learning, and leading: Preparing teachers as educational policy actors. Journal of Teacher Education, 66, 382-394.
- Heineke, A. J. (2014). Dialoging about English learners: Preparing teachers through culturally relevant literature circles. Action in Teacher Education, 36 (2), 117-140.
- Heineke, A. J. (2014). Negotiating language policy and practice: Teachers of English learners in an Arizona study group. Educational Policy. Online First, DOI: 10.1177/ 0895904813518101.
- Heineke, A. J., & Davin, K. J. (2014). Situating practice in schools and communities: Case studies of teacher candidates in diverse field experiences with English language learners. NABE Journal of Research and Practice, 5 (1). Accessible online at: https://www2.nau.edu/nabej-p/ojs/index.php/njrp/article/view/31
- Heineke, A. J., Kennedy, A., & Lees, A. (2013). Preparing early childhood professionals for the culturally and linguistically diverse classrooms and communities of Illinois. Early Childhood Research and Practice, 15 (2). Accessible online at: http://ecrp.uiuc.edu/v15n2/heineke.html
- Heineke, A. J., & Preach, D. (2013) Integrating graduate coursework to prepare alternatively certified teachers. Teacher Education & Practice, 26 (3), 496-513.
- Heineke, A. J., & Cameron, Q. (2013). Teacher preparation and language policy appropriation: A qualitative investigation of Teach for America teachers in Arizona. Education Policy Analysis Archives, 21(10). Accessible online at: http://epaa.asu.edu/ojs/article/view/1171
- Heineke, A. J., Coleman, E., Ferrell, E., & Kersemeier, C. (2012). Opening doors for bilingual students: Recommendations for building linguistically responsive schools. Improving Schools, 15, 130-147.