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Teachers College, Columbia University
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Barbara Hruska

Professional Background

Educational Background

Ed.D 1999  
University of Massachusetts, English as a Second Language Committee: Dr. Jerri Willett, Dr. Ervin Staub, Dr. Judith Solsken
Dissertation Title: Bilingualism, Gender and Friendship: Constructing Second Language Learners in a Mainstream Kindergarten

M.A. 1987 
University of Houston, Bilingual Education/English as a Second Language

B.A. 1981
University of Massachusetts, Elementary Education, Integrated Curriculum

Scholarly Interests

Student-teacher interaction, teacher development, gender in the classroom, ESL and bilingual education program models.

Selected Publications

Hruska, B. L. (Fall 2007). She my friend: Implications of friend ideologies, identities, and relationships for bilingual kindergarteners. Multicultural Perspectives.

Hruska, B.L. (Fall 2007). Transformative principles for teachers. Encounter: Education for Meaning and Social Justice.

Hruska, B. L. (September 2006). The construction of bilingualism in an American context: Three levels of analysis. Ethnography and Education Journal.

Hruska, B.L. (Spring 2005). Teacher ideologies and practices: Conflict, negotiation and collaboration in an elementary bilingual education program. Sunshine State TESOL Journal. 1-19.

Hruska, B.L. (2004). Constructing gender in an English dominant kindergarten: Implications for second language learners. TESOL Quarterly, 38 (3), 459-485.


curriculum vitae

Barbara L. Hruska
Box 66 TESOL Program
Department of Arts and Humanities
Teachers College, Columbia
525 W. 120th St.
New York, NY 10027

212-678-3286
hruska@tc.edu


EDUCATION    

Ed.D    1999 University of Massachusetts, English as a Second Language
Committee: Dr. Jerri Willett, Dr. Ervin Staub, Dr. Judith Solsken
Dissertation Title: Bilingualism, Gender and Friendship: Constructing Second Language Learners in a Mainstream Kindergarten

M.A.    1987 University of Houston, Bilingual Education/English as a Second Language

B.A.    1981 University of Massachusetts, Elementary Education, Integrated Curriculum

TEACHING EXPERIENCE

2006-Present Assistant Professor of Practice, TESOL K-12 Program
Teachers College, Columbia, New York, New York

Courses taught For K-12 MA Program at Teachers College:            
  •  Supervised Student Teaching in TESOL, K-6
  •  Student Teaching in TESOL, 7-12
  •  Specialized Practicum for TESOL teachers: Inservice Teaching I
  •  Specialized Practicum for TESOL teachers: Inservice Teaching II
  •  TESOL K-6 Methods
  •  TESOL 7-12 Methods
Courses taught for TESOL Certificate Program in Amman, Jordan:
  • Classroom Practices
  • Practicum
Workshops given for TESOL MA program, NYC:
  • EFL for Children
  • Culture in the L2 Classroom
  • Intro. to working with K-12 English Language Learners (for non-majors)
Additional Responsibilities:
  • K-12 Program oversight
  • Hiring and supervision of preservice field supervisors
  • Hiring and supervision of inservice Peace Corps Fellows Mentors
  • Student teacher placement for preservice elementary and secondary practicas
  • Assist with student teacher  placement for elementary and secondary field work courses
  • Collecting and analyzing data and writing reports for NCATE reviews
  • Aligning K-12 curriculum
  • MA student advising
  • Second and third reader on dissertations
2002-2006 Assistant Professor of ESOL Education
University of Tampa, Tampa, Florida   

Courses taught:
  • EDU 202 ESOL Survey
  • EDU 344 ESOL Methods and Strategies
  • EDU 348 ESOL Curriculum
  • EDU 339 Classroom Management
  • EDU 301 Teaching Practicum I: TESOL Early Literacy
  • EDU 304 TESOL I
  • EDU 404 TESOL II
Additional Responsibilities:
  • ESOL Program Coordinator: Training faculty, training students, developing new ESOL courses, infusing ESOL content into existing courses, writing and submitting documentation to state for initial and on-going ESOL program approval
  • Untenured Faculty Representative
  • Member of Admissions Committee, Curriculum Committee, Faculty Handbook Revision Committee
  • Chair of Education Department Curriculum Committee: Reviewing and coordinating program curriculum, establishing course sequence, selecting course content,  updating course catalog,  designing course schedule,  revising student handbook, developing advising guidelines
  • Member of Education Department Assessment Committee
  • Member Education Department Search Committee
  • Advising students
  • Supervising student interns K-12
  • Supervising ESOL K-1 after school literacy program
1987-2002 English as a Second Language Teacher, K-6
Crocker Farm Elementary, Amherst, Massachusetts

Classes Taught:
  • K-6 ESL instruction in language arts, social studies, science, and health in a Spanish bilingual program
Additional Responsibilities:
  • Curriculum development and adaptation of content area material
  • English literacy instruction
  • Evaluation of student progress in listening, speaking, reading, and writing through standardized testing, class work, and informal inventories
  • Supervision of student interns in the ESL certification program
  • Teacher training
2001, 2002, 2004, 2005 (summer) English as a Second Language Teacher, Secondary
PeopleLink-Doshisha program, Amherst, Massachusetts

Classes Taught:
  • Advanced conversational ESL to Japanese high school students
Additional Responsibilities:
  • Curriculum development based on the needs of visiting students
  • Student counseling/cultural support
1996-1998 English as a Second Language Teacher, Adults
Center for New Americans, Northampton, Massachusetts

Classes taught:
  • Beginning ESL to adult immigrants
Additional Responsibilities:
  • Curriculum development in the areas of practical day-to-day survival
  • Student counseling
  • Assistance negotiating local institutions and social agencies
1985-1987 Classroom Teacher, Grade 1
Copenhagen International Junior School, Copenhagen, Denmark

Classes Taught:
  • Instruction to international students in all content areas
Additional Responsibilities:
  • Curriculum development relevant to an international student body
  • Yearly evaluation and assessments
  • Chairperson of the Social Studies Committee
1983-1985 English as a Second Language Teacher, K-5
R.P. Harris Elementary School, Houston, Texas

Classes Taught:
  • K-5 ESL instruction in language arts
Additional Responsibilities:
  • Yearly assessments in listening, speaking, reading and writing
  • Filing state DOE ESL reports
1981-1983 Classroom Teacher, Grades 3, 4, and Kindergarten
Port Houston Elementary School, Houston, Texas

Classes taught:
  • Instruction in English in all content areas to English language learners
Additional Responsibilities:
  • Yearly standardized and informal assessments
  • Multicultural curriculum development for Magnet School multicultural program
TEACHING CERTIFICATES HELD     
ESL Endorsement K-8, Massachusetts and Texas
ESOL Certificate K-12, Florida
Elementary Education 1-6, Massachusetts, Texas, and Florida
Montessori Teacher’s Aide, Texas

PROFESSIONAL DEVELOPMENT WORKSHOPS/TRAININGS PROVIDED

2008-2009  Queens and Yonkers, NYC: Professional development for all teachers in planning and implementing instruction for English Language Learners.

2008 Seattle, Washington and NYC: Professional development for Teachers College Reading and Writing Program in working with English language learners during content reading and writing.

2008 Cody, Wyoming:  Professional development for Korean K-6 EFL teachers.

2008 Amman, Jordan: Designing a teacher-training program for K-12 EFL teachers in Jordan.

GRANTS

2006 UT Alumni Research Grant $2,000

2004 Delo Research Grant $5,000

2002 UT Teaching Excellence and Innovation Grant $1,200

1997 Crocker Farm Parent Council Special Project Grant $200

1981 Classroom Creativity Grant R.P Harris Elementary $300

CURRENT RESEARCH PROJECTS
   
Analysis of post observation conferences between TESOL student teachers and their supervisors.
Analysis of interaction between TESOL student teachers and their students.

PROFESSIONAL PUBLICATIONS

Hruska, B. L. (Fall 2008). The receptive side of teaching. Kappa Delta Pi Journal.

Hruska, B. L. (April  2008). Sheltered immersion observation protocol (SIOP): Lesson plan, implementation, and reflection. In A.E. Wise, P. Ehrenberg, & J. Leibbrand, It's all about student learning. Washington DC: National Council for Accreditation of Teacher Education.

Hruska, B.L., & Clancy, M. (Fall 2007). Activity structures for integrating movement and content grades K-6. JOPHERD Journal.

Hruska, B.L. (Fall 2007). “She My Friend”: Implications of Friend Ideologies, Identities, and Relationships for Kindergarten English Language Learners. Multicultural Perspectives.

Hruska, B.L. (Fall 2007). Transformative principles for teachers. Encounter: Education for Meaning and Social Justice.

Hruska, B. L. (September 2006). The Construction of bilingualism in an American context: Three levels of analysis. Ethnography and Education Journal.

Hruska, B.L. (Spring 2005). Teacher ideologies and practices: Conflict, negotiation and collaboration in an elementary bilingual education program. Sunshine State TESOL Journal. 1-19.

Hruska, B.L., & Clancy, M. (Spring 2005). Writing language objectives in physical education lessons for English language learners. JOPERD: The Journal of Physical Education, Recreation and Dance. 1-16.

Hruska, B.L. (2004). Constructing gender in an English dominant kindergarten: Implications for second language learners. TESOL Quarterly, 38 (3), 459-485.

Hruska, B.L. (Fall-Winter 2004). Creating an ESOL field experience in teacher education programs. TEIS (Teacher Education Interest Section) Newsletter.

Hruska, B. L. (1989). Making the connection for ESL students: Reading and writing.
Writing Teacher.  5-9.

PUBLISHER and JOURNAL REVIEWS

Allyn and Bacon: Video module.
Longman: Book manuscript
TESOL Quarterly Reviewer: article manuscripts
TESOL/AL Newsletter: article manuscripts
Language Arts: article manuscripts

PROFESSIONAL PRESENTATIONS

2008 Literacy Practices with English Language Learners
Reading Buddies Program, Teachers College, Columbia University

2008 Professional Development Models for Preservice and Inservice Teachers
Design Retreat, Amman Jordan

2008 Teaching English Language Learners
Reading Writing Institute, Seattle, Washington

2008 Planning Content Lessons for ELLs
PS 70 Queens NY

2007 Educating English Language Learners in NYC
International TESOL Conference, NY, NY   

2006 Que Pasa with Bilingual Education in Florida?
International TESOL Conference: Tampa, Florida

2005 Supporting Language Development for ESOL Students in Phys. Ed. Classes
FAPHERD Conference: Orlando, Florida

2005 Bilingual Education: Issues and Practices Panel
Sunshine State TESOL Conference: Orlando, Florida

2004 Creating ESOL Field Experiences in Teacher Education Programs
Sunshine State TESOL Conference: Tampa, Florida

2003 Teacher Ideologies and Instructional Groupings
Sociocultural Conference: Tallahassee, Florida

2001 Power and Practice in ESL
University of Massachusetts Research Seminar: Amherst, Massachusetts

2000 Ideologies, Programs and Practices: Implications for English Language Learners
Puerto Rican Studies Association Conference: Amherst, Massachusetts

2000 Bilingualism, Gender and Friendship: Constructing Second Language Learners in a Mainstream Kindergarten
American Association of Applied Linguistics Conference: Vancouver,  B.C.

1999 Social Implications of ESL Models
University of Massachusetts, Language, Literacy and Culture Program:
Amherst, Massachusetts

1997 Constructing Second Language Learners in a Kindergarten Classroom
Ethnography Conference: Amherst, Massachusetts

1989 ESL and Bilingual Program Coordination
Massachusetts Association for Bilingual Education Conference: Worcester, Massachusetts

1986 Second Language Learning Theory
Crocker Farm Elementary: Amherst, Massachusetts

1985 ESL Teaching Techniques
Crocker Farm Elementary: Amherst, Massachusetts

1984 Working with International Students
Copenhagen International School: Copenhagen, Denmark

PARTICIPATION  IN PROFESSIONAL ORGANIZATIONS

2008-2009 Associate Convention Chair for 2009 International TESOL Convention,
Denver, Colorado
   
2007-2008 Poster Session Team Leader for the 2008 International TESOL Conference
New York, New York

2005-2006 Poster Session Team Leader for the 2006 International TESOL Conference
Tampa, Florida

PROFESSIONAL AWARDS

2001 Fulbright Memorial Fund Teacher Program to Japan 

1983 Outstanding New Teacher Award, R.P. Harris Elementary School, Houston, Texas

RECENT PROFESSIONAL DEVELOPMENT

Preparing for Program Review and Site Visits, Florida DOE, St. Petersburg, FL.

ESOL Training in Higher Education, Dr. Gloria Pelaez, Barry University, Miami, FL
3 credit graduate course

Effective Anti-Racist Practices for all Students, Dr. Beverly Tatum, Mount Holyoke College
4 credit graduate course

Anti-racist Practices for Educators, Dr. Susan Kennedy-Marx, Amherst Public Schools, Amherst, MA
10-week course

Multicultural Curriculum Development, Phyllis Labanowski, Amherst Public Schools, Amherst, MA
10-week course
   
Bilingual Education, Language Acquisition and Literacy,  Dr. Stephen Krashen, Woburn, MA
Seminar

Comunidad-A University-Teacher alliance to support Latino students, Dr. Sonia Nieto, Amherst, MA
Academic year

The Puerto Rican Experience, Dr. Sonia Nieto, Amherst Public Schools, Amherst, MA,
3 credit graduate course

Sign Language for Elementary Teachers, Eileen Daneri, Amherst Public Schools, Amherst, MA
3 credit graduate course

LANGUAGE PROFICIENCIES

Native proficiency: English
Intermediate proficiency: Spanish, French, and Danish      
(Very) Beginning proficiency: Japanese

publications

Hruska, B. L. (Fall 2008). The receptive side of teaching. Kappa Delta Pi Journal.

Hruska, B. L. (April  2008). Sheltered immersion observation protocol (SIOP): Lesson plan, implementation, and reflection. In A.E. Wise, P. Ehrenberg, & J. Leibbrand, It's all about student learning. Washington DC: National Council for Accreditation of Teacher Education.

Hruska, B.L., & Clancy, M. (Fall 2007). Activity structures for integrating movement and content grades K-6. JOPHERD Journal.

Hruska, B.L. (Fall 2007). “She My Friend”: Implications of Friend Ideologies, Identities, and Relationships for Kindergarten English Language Learners. Multicultural Perspectives.

Hruska, B.L. (Fall 2007). Transformative principles for teachers. Encounter: Education for Meaning and Social Justice.

Hruska, B. L. (September 2006). The Construction of bilingualism in an American context: Three levels of analysis. Ethnography and Education Journal.

Hruska, B.L. (Spring 2005). Teacher ideologies and practices: Conflict, negotiation and collaboration in an elementary bilingual education program. Sunshine State TESOL Journal. 1-19.

Hruska, B.L., & Clancy, M. (Spring 2005). Writing language objectives in physical education lessons for English language learners. JOPERD: The Journal of Physical Education, Recreation and Dance. 1-16.

Hruska, B.L. (2004). Constructing gender in an English dominant kindergarten: Implications for second language learners. TESOL Quarterly, 38 (3), 459-485.

Hruska, B.L. (Fall-Winter 2004). Creating an ESOL field experience in teacher education programs. TEIS (Teacher Education Interest Section) Newsletter.

Hruska, B. L. (1989). Making the connection for ESL students: Reading and writing.
Writing Teacher.  5-9.

professional organization membership

TESOL-Teaching English to Speakers of Other Languages

American Educational Research Association

current projects

biographical information

Barbara Hruska (Ed.D University of Massachusetts) is an assistant professor of Language and Education in the TESOL program in the Department of Arts and Humanities at Teachers College, Columbia where she teachers courses in the Masters level K-12 TESOL teacher certification program. Additionally she is part of a TC team developing and implementing teacher training programs in Jordan and the United Arab Emirates. She also provides professional development for New York City teachers. Barbara has 20 years of teaching experience in K-12 settings in urban, rural, public and private schools in the US and abroad. Her research interests include the political implications of ESL and bilingual program models, the development and training of preservice teachers, gender dynamics and, classroom interaction. Dr. Hruska's publications reflect her research interests and the politics of
bilingual and ESL education.

professional experiences

TEACHING EXPERIENCE

2006-Present Assistant Professor of Practice, TESOL K-12 Program Teachers College, Columbia

2001-2006 Assistant Professor and ESOL Program Coordinator, University of Tampa, Tampa, Florida

1987-2001 English as a Second Language Teacher, K-6 Crocker Farm Elementary, Amherst, Massachusetts

2001- 2005 (summers) English as a Second Language Teacher, Secondary PeopleLink-Doshisha program, Amherst, Massachusetts

1996-1998 English as a Second Language Teacher, Adults, Center for New Americans, Northampton, Massachusetts

1985-1987 Classroom Teacher, Grade 1 Copenhagen International Junior School, Copenhagen, Denmark

1983-1985 English as a Second Language Teacher, K-5 R.P. Harris Elementary School, Houston, Texas

1981-1983 Classroom Teacher, Grades 3, 4, and Kindergarten Port Houston Elementary School, Houston, Texas

active professional organizations

TESOL 2009 CONVENTION ASSOCIATE CHAIR
Dr. Hruska is currently serving as one of the two associate chairs for the TESOL 2009 Convention, which will be held in Denver, Colorado in March 2009. This work involves pre-convention site visits, program development, inviting speakers, adjudication of proposals, scheduling, and being available on-site during the convention.

TESOL POSTER SESSION TEAM LEADER
During the 2006 and 2008 conventions Professor Hruska served as the Team Leader for the Poster Sessions which involved pre-convention site visits, planning meetings, supervising the proposal adjudication process, and overseeing the poster session presentations for three days at each convention.


principal publications

Hruska, B. L. ( April  2008). Sheltered immersion observation protocol (SIOP): Lesson plan, implementation, and reflection. In  A.E. Wise, P. Ehrenberg, & J. Leibbrand, It's all about student learning. Washington DC: National Council for Accreditation of Teacher Education.

Hruska, B. L. (Fall 2008). The receptive side of teaching. Kappa Delta Pi Journal.

Hruska, B. L. (Fall 2007). She my friend: Implications of friend ideologies, identities, and relationships for bilingual kindergarteners. Multicultural Perspectives.

Hruska, B.L. (Fall 2007). Transformative principles for teachers. Encounter: Education for Meaning and Social Justice.

Hruska, B. L. (September 2006). The construction of bilingualism in an American context: Three levels of analysis. Ethnography and Education Journal.

Hruska, B.L. (Spring 2005). Teacher ideologies and practices: Conflict, negotiation and collaboration in an elementary bilingual education program. Sunshine State TESOL Journal. 1-19.

Hruska, B.L., & Clancy, M. (Spring 2005). Writing language objectives in physical education lessons for English language learners. JOPERD: The Journal of Physical Education, Recreation and Dance. 1-16.

Hruska, B.L. (2004). Constructing gender in an English dominant kindergarten: Implications for second language learners. TESOL Quarterly, 38 (3), 459-485.

professional presentations

PROFESSIONAL PRESENTATIONS

2006 Que Pasa with Bilingual Education in Florida? International TESOL Conference: Tampa, Florida

2005 Supporting Language Development for ESOL Students in Phys. Ed. Classes FAPHERD Conference: Orlando, Florida

2005 Bilingual Education: Issues and Practices Panel Sunshine State TESOL Conference: Orlando, Florida

2004 Creating ESOL Field Experiences in Teacher Education Programs Sunshine State TESOL Conference: Tampa, Florida

2003 Teacher Ideologies and Instructional Groupings Sociocultural Conference: Tallahassee, Florida

2001 Power and Practice in ESL University of Massachusetts Research Seminar: Amherst, Massachusetts

2000 Ideologies, Programs and Practices: Implications for English Language Learners Puerto Rican Studies Association Conference: Amherst, Massachusetts

2000 Bilingualism, Gender and Friendship: Constructing Second Language Learners in a Mainstream Kindergarten American Association of Applied Linguistics Conference: Vancouver, B.C.

1999 Social Implications of ESL Models University of Massachusetts, Language, Literacy and Culture Program: Amherst, Massachusetts

1997 Constructing Second Language Learners in a Kindergarten Classroom Ethnography in Education Conference: Amherst, Massachusetts

1989 ESL and Bilingual Program Coordination Massachusetts Association for Bilingual Education Conference: Worcester, Massachusetts

1988 Working with ESL Students in Mainstream Classrooms: Crocker Farm School, Amherst, Massachusetts

1986 Second Language Learning Theory, Crocker Farm Elementary: Amherst, Massachusetts

1985 ESL Teaching Techniques, Crocker Farm Elementary: Amherst, Massachusetts

1984 Working with International Students, Copenhagen International School: Copenhagen, Denmark


A&HT 4076: TESOL Methodologies K-6

Introduction to activities, materials, and principles particularly suited to students in elementary schools. Special fee: $15.

A&HT 4168: TESOL methodologies: Culture and second language teaching

Not all workshops are offered each term or year. Selections are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends. Special fee: $15.

A&HT 4171: TESOL Methodologies for 7 - 12

Teaching ESL to secondary students, stressing content area ESL and second language literacy. Special fee: $15.

A&HT 4776: Supervised student teaching in TESOL: K-6

Permission of instructor required. A supervised teaching experience for M.A. students who are interested in working toward a New York State teaching certificate in TESOL K-12 (Kindergarden to 12th grade) and who have not taught ESL in grades K-12 for at least two years, full time. During the terms of practice teaching, students are not permitted to hold full time jobs. Special fee: $15.

A&HT 4777: Supervised student teaching in TESOL: 7-12

Permission of instructor required. A supervised teaching experience for M.A. students who are interested in working toward a New York State teaching certificate in TESOL K-12 (Kindergarden to 12th grade) and who have not taught ESL in grades K-12. During the terms of practice teaching, students are not permitted to hold full time jobs. Special fee: $15.

A&HT 4862: Specialized TESOL materials: Cooperative learning

Not all workshops are offered each term or year. Workshops are offered according to student interest and staff availability. Workshops usually meet over 1 or 2 weekends. Special fee: $15.

Documents & Papers

Download: TC Web CV [Word]

Download: Publications [Word]

Barbara Hruska appeared in the following articles:

Language as Ambassador (7/22/2009)

Improving Teaching in Jordan (10/10/2008)