Heineke, Amy J.
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 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.
- PhD, Arizona State University, Tempe, AZ
- 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)
- Teacher preparation for emergent bilinguals
- Language policy in educational practice
- Culturally 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. J., & Davin, K. J. (Eds.)(2020). The Seal of Biliteracy: Case studies and considerations for policy implementation. Information Age.
- Heineke, A. J., & 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. (2016). Restrictive language policy in practice: English learners in Arizona. Bristol, UK: Multilingual Matters.
- 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. DOI: 10.1177/0895904818802099
- 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. DOI: 10.1177?0022487119877373
- Heineke, A. J., Davin, K., & Dávila, A. (2019). Promoting multilingual communities in schools, and students: A closer look at the Seal of Biliteracy in Washington state. TESOL Journal, 10, 1-5. DOI: 10.1002/tesj.451
- Heineke, A. J., & McTighe, J. (2019). Science units of study with a language lens: Preparing teachers for diverse classrooms. Innovation in Science Teacher Education, 4(3). Retrieved from https://innovations.theaste.org/science-units-of-study-with-a-language-lens-preparing-teachers-for-diverse-classrooms/
- 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. DOI: 10.1080/1046560X.2018.1537058
- 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