Kleifgen, JoAnne (jk217) | Teachers College Columbia University

Skip to content Skip to main navigation
Skip to content

Teachers College, Columbia University, is the oldest and largest graduate school of education in the United States.

With approximately 90,000 alumni worldwide, it is our goal to reconnect Teachers College to each and every one of its alumni.
Skip to content

JoAnne Kleifgen
Professor Emerita of Linguistics and Education
Mathematics, Science & Technology

Educational Background

B.A. in French and Spanish, Texas Teacher Certificate, Our Lady of the Lake of San Antonio
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.

Scholarly Interests

Discourse Analysis
Children's Second Language and Literacy Development
Computers and Communication In Schools, Communities and the Workplace

Selected Publications


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:]

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.