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Johanna Tigert


Johanna Tigert
Johanna TigertAssistant Professor, Curriculum and Instruction

Research Interests

Effective literacy instruction for English language learners; heritage language speakers and education; sociolinguistic contexts for second language acquisition; pre-service teacher education in TESOL

Education

  • Ph D: Language, Literacy, and Social Inquiry, (2017), University of Maryland - College Park, Maryland
    Supporting Area: Applied Linguistics
    Dissertation/Thesis Title: Building Block of the World, Building Block of your Identity: Multilingual Literacy Socialization of Heritage Language Learners
  • MA: Teaching English for Speakers of Other Languages, (2004), University of Notre Dame of Maryland - Baltimore, Maryland
  • BA: Russian Language and Culture, (2001), University of Eastern Finalnd - Joensuu, Finland
    Supporting Area: minors in Education and Finnish Language & Literature
    Dissertation/Thesis Title: Tvorchestvo Anastasii Verbichkoj i analiz kharakterov glavnyh geroin' v ee rasskaze "Motyl’ki"[The works of Anastasia Verbichkaya and a character analysis of the main heroins in her short story “Motylki”]

Biography

A native of Finland, Dr. Tigert has called the United States home since 2001.

Selected Publications

  • Tigert, J. () "Vanilla sauce and songs: literacies in a heritage language school", Language, Culture and Curriculum pp. 1-14
  • Colombo, M., Tigert, J., Leider, C.M. (2019) "Positioning teachers, positioning learners: Why we should stop using the term English learners", TESOL Journal 10:2 pp. e00432
  • Tigert, J., Kidwell, T. (University of Maryland), Budde, C. (University of Maryland), Guzman, N. (University of Maryland), DeStefano, M. (University of Maryland), Peercy, M. (University of Maryland) (2018) TESOL teacher candidate evaluation: A comparison of evidence from edTPA and a local performance-based assessment.
  • Colombo, M. (UMass Lowell), Tigert, J., Leider, C.M. (Boston University) (2018) "The state of teacher preparedness to teach emergent bilingual learners", MATSOL Currents 41:1
  • Kidwell, T. (University of Maryland), Budde, C.M. (University of Maryland), Guzman, N.L. (University of Maryland), Lawyer, M. (University of Maryland), Peercy, M.M. (University of Maryland) (2018) "“It took my knowledge to the limits”: The edTPA teacher performance assessment and its implications for TESOL", Teacher Learning and Professional Development 3:1
  • Tigert, J., Peercy, M.M. (University of Maryland) (2017) "Preparing to teach both content and language: Four ESOL teacher candidates' experiences", TESOL Journal 9:3 pp. 542-556
  • Tigert, J., Martin-Beltrán, M., Peercy, M.M., Silverman, R.D. (2017) "Using digital texts vs. paper texts to read together: Insights into engagement and mediation of literacy practices among linguistically diverse students", International Journal of Educational Research 82: pp. 135 - 146

Selected Presentations

  • Agency in students’ negotiation of heritage language learner identities - NABE, 2018
  • Understanding of positionality and improved dispositions for teachers of emergent bilingual students - TESOL, 2018
  • Common language, common practice: Core practices as a guiding framework for novice teacher EL pedagogy - AERA, 2017
  • Multilingual chit-CHAT? How social and material factors foster classroom translanguaging interactions - AERA, 2017
  • Vanilla sauce and poetry: Culturally embedded literacy in a heritage language classroom - AERA, 2017
  • Heritage language teachers' language ideologies - International Conference on Language Teacher Education, 2017