M.A. in Teacher Education, English as a Second Language, The University of Alabama
Ph.D. in Linguistics, Bilingual/Multicultural Education, University of Illinois, Urbana Champaign.
Children's Second Language and Literacy Development
Computers and Communication In Schools, Communities and the Workplace
Kleifgen, J. (forthcoming). Communicative Practices at Work: Multimodality and learning in a high-tech firm. Bristol, UK: Multilingual Matters.
Garcia, O. & Kleifgen, J. (2010). Educating emergent bilinguals: Policies, programs, and practices for English language learners. New York: Teachers College Press.
Kleifgen, J., & Bond, G. C. (Eds.) (2009). Languages of Africa and the diaspora: Educating for language awareness. Clevedon, UK: Multilingual Matters.
Garcia, O., Kleifgen, J., & Falchi, L. (2008). From English Language Learners to Emergent Bilinguals. Research Review Series Monograph, Campaign for Educational Equity, Teachers College, Columbia University.
Selected Book Chapters & Journal Articles
Garcia, O., & Kleifgen, J. (2010). Equity and excellence in the education of Emergent Bilinguals. In K. van den Branden, P. van Avermaer, & M. van Houtte (Eds.), Equity and Excellence in Education. New York: Routledge.
Kleifgen, J., & Kinzer, C. (2009). Alternative spaces for education with and through technology. In H. Varenne & E. Gordon (Eds.), Theoretical perspectives on comprehensive education: The way forward (pp.139-186). Lewiston, NY: Mellen Press.
Kleifgen, J., & Le, Trang. (2007). Vietnamese immigrants' shifting patterns of status display at work: Impressions from Hanoi. Journal of Asian Pacific Communication, 17(2), 259-279.
Kleifgen, J. (2006). Variation in multimodal literacies. WORD, 57(3).
Kleifgen, J. (2005). ISO 9002 as literacy practice: Coping with quality control documents in a high-tech company. Reading Research Quarterly, 40(4), 450-468.
Kleifgen, J. (2003). Afterword: Theories, policies, practices. Current Issues in Comparative Education, 5(2), 2003. Available at: http://www.tc.columbia.edu/cice/Archives/contents.html
Kleifgen, J. (2001). Assembling talk: Social alignments in the workplace. Research on Language and Social Interaction, 34(3), 279-308 [lead article].
Kleifgen, J. (2000). Social positioning: Vietnamese immigrants in an American firm. Crossroads of Language Interaction and Culture, 3, 39-55.
Kleifgen, J. (1999). Assessing web sites for young learners of English: A Hallidayan approach. Journal of the Applied Linguistics Association of Korea, 15(2), 1-19 [lead article].
Kleifgen, J., & Wang, H. (1999). Technology and language education in China: An intercultural dialogue. Teaching English in China Journal, Beijing: Beijing Foreign Language Teaching and Research Press [now available on Beijing University Course Website: http://184.108.40.206/webcourse/advanced_english/module1.htm.]
Kleifgen, J., & Frenz-Belkin, P. (1997). Assembling knowledge. Research on Language and Social Interaction. 30(2), 157-192.
Kleifgen, J., & Saville-Troike, M. (1992). Achieving coherence in multilingual interaction. Discourse Processes, 15 (2), 183-201.
Kleifgen, J. (1991). Kreyòl ekri, Kreyòl li: Haitian children and computers. Educational Horizons, 59(3), 15.2-158.
Kleifgen, J. (1990). Pre-kindergarten children's second discourse learning. Discourse Processes, 13, 225-242.
MSTU 4049: Technologies and literacies
An examination of the relationship between computers and the writing process. The course explores the effect of electronic text on traditional notions of text, literacy, and communication. Assumes no computing experience. Lab fee: $35.
MSTU 4901: Research and Independent Study
Permission required. For master's students only. Students propose a program of independent research or project development to a faculty member. Students in their first term of study are generally not accepted. Conference hours are arranged.
MSTU 5201: Fieldwork
Permission required. Opportunity for qualified students, individually or in small groups, to develop and pursue projects in schools, community agencies, business organizations, and communication facilities. Stu-dents in their first term of study are generally not accepted. Conference hours are arranged.
MSTU 5202: Fieldwork
Permission required. Opportunity for qualified students, individually or in small groups, to develop and pursue projects in schools, community agencies, business organizations, and communication facilities. Students in their first term of study are generally not accepted. Conference hours are arranged.
MSTU 6201: Advanced Fieldwork
Permission required. Extended opportunities for students who have completed MSTU 5200.
MSTU 6401: Internship
Permission required. Prerequisite: basic courses in the student's specialization, evidence of competence in the internship area, and prior arrangement with cooperating institution. Internship in schools, colleges, Teachers College facilities such as the Microcomputer Resource Center, community agencies, business organizations, and communication facilities. Students in their first term of study are generally not accepted.
MSTU 6901: Research and independent study in communication, computing, and technology in education
Permission required. For doctoral students only. The participating student will propose a program of independent research or project development to a faculty member. Students in their first term of study are generally not accepted.
MSTU 7501: Dissertation seminar
Permission required. Presentation of dissertation proposal for approval by a sponsoring committee. Student arranges one two-hour meeting with his or her sponsoring committee.
MSTU 8900: Dissertation advisement
Advisement on doctoral dissertations. Fee to equal 3 points at current tuition rate for each term. See section in this bulletin on Continuous Registration for Ed.D. degree.
Centers and Projects
The Center for Multiple Languages and Literacies (CMLL) focuses on the challenges occasioned by the multiplicity of languages and literacies in the 21st century. CMLL conducts and disseminates research on how different languages and literacies can be used as resources to advance human development, education, and intercultural understanding. CMLL also promotes dialogue across societies and groups through lectures, conferences, and the Internet. In addition, it supports educators in using research to inform practice. CMLL's work is elaborated in the context of a world characterized by greater flows of people, information, goods and services within and across national boundaries. CMLL is distinctive because of its emphasis on international and transcultural societies, with New York City as an expression of such a society, and its attention to educational systems, including schools, families, religious institutions, community centers, the workplace, and the media.