Faculty and Staff Directory
Heineke, Amy J.
Title/s: Associate Professor;
Program Co-Chair of Curriculum
Specialty Area: Emergent bilingual learners, Bilingual education, Language policy, Immigrant & refugee students, Urban teacher education
Office #: Lewis Towers 1060, WTC
CV Link: Heineke CV
Amy Heineke, Ph.D., is the Associate Professor of Bilingual & Bicultural Education in the School of Education at Loyola University Chicago. Her research focuses on teacher education for culturally and linguistically diverse classrooms, with strands focused on pre-service and in-service teachers’ preparation for emergent bilinguals and language policy work in practice to support students’ learning and language development.
- 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.)
- Language, Culture, and Curriculum (M.Ed.)
- ESL Endorsement Program
- Curriculum and Instruction
- Teacher preparation for emergent bilinguals
- Language policy in educational practice
- Cultural and linguistically responsive practice
- CIEP 474: Assessment of Bilingual Students
- CIEP 503: Culturally Relevant Literature for Children and Adolescents
- CIEP 504: Applied Linguistics for Teachers
- CIEP 506: English Language Learning Practicum
- CIEP 522: Curriculum Policy
- Loyola University Chicago, School of Education Distinguished Faculty Award for Excellence in Research (2016)
- Heineke, A., & McTighe, J. (2018). Using Understanding by Design in the culturally and linguistically diverse classroom. Alexandria, VA: ASCD.
- Heineke, A. J., & Ryan, A. M. (Eds.) (2018). Teaching, learning, and leading with schools and communities: Field-based teacher education. New York: Routledge.
- Heineke, A. J., Papola-Ellis, A., Cohen, S., & Davin, K. (2018). Linguistically responsive professional development: An apprenticeship model. Improving Schools, 21, 32-47.
- Heineke, A. J. (2018). The invisible revolving door: The issue of teacher attrition in English Language Development classrooms in Arizona. Language Policy, 17, 77-98.
- Heineke, A. J., Davin, K. J., & Bedford, A. (2018). The Seal of Biliteracy: Considering equity and access for English learners. Education Policy Analysis Archives, 26 (99). Accessible online at: https://epaa.asu.edu/ojs/article/view/3825
- Heineke, A. J., & Neugebauer, S. (2018). The complexity of language and learning: Deconstructing teachers’ conceptions of academic language. Issues in Teacher Education, 27(2), 1-17.
- Heineke, A. J. (2016). Restrictive language policy in practice: English learners in Arizona. Bristol, UK: Multilingual Matters.
- 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. (2015). 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. (2014). Dialoging about English learners: Preparing teachers through culturally relevant literature circles. Action in Teacher Education, 36 (2), 117-140.
- 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.