Heineke, Amy J.
- PhD, Arizona State University, Tempe, AZ
Amy J. Heineke, PhD, is Professor of Multilingual Teaching & Learning 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.
Specialty AreaEmergent bilingual learners, Bilingual education, Language policy, Immigrant & refugee students, Urban teacher education
- Teaching, Learning, and Leading with Schools and Communities (BSEd & MEd)
- Bilingual/Bicultural Education (BSEd)
- Language, Culture, and Curriculum (MEd)
- ESL Endorsement Program
- Curriculum and Instruction (EdD)
- 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
- Teacher preparation for emergent bilinguals
- Language policy in educational practice
- Culturally and linguistically responsive practice
- Loyola University Chicago, School of Education Distinguished Faculty Award for Excellence in Research (2016)
Books and Monographs
Heineke, A. J., & Papola-Ellis, A. (2022). Inclusive texts in elementary classrooms: Developing literacies, identities, and understandings. Teachers College Press.
Davin, K. J., & Heineke, A. J. (2022). Promoting multilingualism in schools: A framework for implementing the Seal of Biliteracy. ACTFL.
Heineke, A. J., & Davin, K. J. (Eds.) (2020). The Seal of Biliteracy: Case studies and considerations for policy implementation. Information Age.
Heineke, A. J., & Ryan, A. M. (Eds.) (2018). Teaching, learning, and leading with schools and communities: Field-based teacher education. Routledge.
Heineke, A. J., & McTighe, J. (2018). Using Understanding by Design in the culturally and linguistically diverse classroom. ASCD.
Heineke, A. J. (2016). Restrictive language policy in practice: English learners in Arizona. Multilingual Matters.
Heineke, A. J., Papola-Ellis, & Elliott, J. (2022). Using texts as mirrors: The power of readers seeing themselves. The Reading Teacher. Open access here.
Heineke, A. J., & Vera, E. M. (2022). Beyond language and academics: Investigating teachers’ preparation to promote the social-emotional well-being of emergent bilingual learners. Journal of Teacher Education, 73(2), 145-158.
Heineke, A. J., & Davin, K. D. (2021). Implementing the Seal of Biliteracy: A multiple case study of six high-awarding districts. Modern Language Journal, 105, 395-411.
Heineke, A. J., & Davin, K. J. (2020). Prioritizing multilingualism in U.S. schools: States’ policy journeys to enact the Seal of Biliteracy. Educational Policy, 34, 619-643.
Heineke, A. J., & Giatsou, E. (2020). Learning from students, teachers, and schools: Examining the efficacy of field-based teacher education for emergent bilinguals. Journal of Teacher Education, 71(1), 148-161.
Heineke, A. J., Davin, K., & *Dávila, A. (2019). Promoting multilingual communities, schools, and students: A closer look at the Seal of Biliteracy in Washington state. TESOL Journal, 10, 1-5.
Heineke, A. J., & McTighe, J. (2019). Science units of study with a language lens: Preparing teachers for diverse classrooms. Innovations in Science Teacher Education, 4(3).
Heineke, A. J., Smetana, L., & Carlson, J. (2019). A qualitative case study of inclusive teacher education: One candidate’s evolving understanding of science teaching for emergent bilinguals. Journal of Science Teacher Education, 1, 80-100.
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).
Heineke, A. J., & Neugebauer, S. (2018). The complexity of language and learning: Deconstructing teachers’ conceptions of academic language. Issues in Teacher Education, 27, 73-89.
Heineke, A. J., Papola-Ellis, A., Cohen, S., & Davin, K. (2018). Linguistically responsive professional development: An apprenticeship model. Improving Schools, 21, 32-47.