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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

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

TEACHING TRAINING PROGRAM: AMMAN, JORDAN
During the spring and summer of 2008, Professor Hruska participated in designing a K-12 teacher training program in Jordan with a team of Teachers College and Jordanian faculty. This work involved visiting Jordanian schools, meeting with the Jordanian Minister of Education, connecting to Jordanian university faculty, and meeting with teachers and supervisors. During a four-day planning retreat in July, she co-led a planning group of 14 Jordanian teachers in creating a teacher training curriculum. During this retreat she was invited to give a plenary presentation on supporting and coaching new teachers which she did with a group of Jordanian English teachers to an audience of about 200.

TEACHER TRAINING PROGRAM: DUBAI: UNITED ARAB EMIRATES
In the fall of 2008, Professor Hruska joined a team of Teachers College faculty who will be designing and implementing teacher training for K-12 English medium international school teachers in Dubai beginning in January of 2009.

TESOL CERTIFICATE PROGRAM: AMMAN, JORDAN
Teachers College, Columbia University is extending its currently existing TESOL Certificate Program to Amman, Jordan providing training to currently practicing English teachers. Professor Hruska is part of the Teachers College team that developed and piloted the Jordanian curriculum. In the summer of 2008 she taught a three-week intensive course to 35 Jordanian teachers. She will be returning in January of 2009 to teach a second three-week follow-up course to the same cohort.

PROFESSIONAL DEVELOPMENT:  NEW YORK CITY
Professor Hruska provides workshops and long-term professional development to NYC schools on teaching language and content to English language learners in ESL, bilingual, and mainstream settings.

PROFESSIONAL DEVELOPMENT: READING AND WRITING PROGRAM
In collaboration with the Teachers College Reading and Writing Program coordinated by Professor Lucy Calkins, Professor Hruska has offered ESL workshops and week-long trainings for teachers implementing the Reading/Writing workshop literacy model in New York and Seattle, Washington.

PROFESSIONAL DEVELOPMENT: KOREAN TEACHERS
Korea has a new English language initiative which involved introducing English instruction into all Korean classrooms. Professor Hruska will be conducting weekend workshop teacher training to a group of Korean teachers interested in learning how to integrate English and content instruction in their elementary classrooms.

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)