is currently a doctorate student in the Department of Curriculum
and Instruction at the University of Wisconsin–Madison.
Originally from Chile, he has been teaching ESL at the UW–English
as a Second Language Program since 1999. His academic interests
are tuned in ESL, linguistics and foreign language instruction.
Since his involvement in the Harmony Heights project, Alejandro
has developed an increasing interest in the role of Spanish in the
teaching of Latino immigrant children. His research interest also
involves issues of linguistic dominance and subordination that
Latino children experience in American schools. In his spare time,
Alejandro enjoys movies, biking, traveling, and talking on the
phone to his family back in Chile..
is a doctoral student in the Department of Curriculum and
Instruction at the University of Wisconsin–Madison. His research
interests center around the use of technology — especially video
— in second and foreign language teaching, with a particular
interest in finding ways for educators to become involved in the
development process. He is particularly interested in the
challenge of responsibly representing and constructing culture in
the language classroom. Although Nathan speaks as much German as
he can at home, his wife Alayna’s ASL lessons are far more
popular with their four-year-old daughter Rachel and one-year-old
son Kennion. He is convinced that this will likely continue with
their third child who will be born later this year.
was the 2001–2002 TEACH Wisconsin Project Coordinator for
Madison Metropolitan School District and UW–Madison. She is
currently both a high school Spanish teacher at Madison West High
School and a faculty associate at UW–Madison in the Department
of Curriculum and Instruction. She has taught at the elementary,
middle, high school, and college levels. She considers the
complete disregard for the well-established research on the power
of early elementary content-based second language instruction by
the United States educational system as a basic, yet correctable,
fault. She believes that children who are not offered the
opportunity to learn a second language before the age of ten are
being unnecessarily/severely/significantly disadvantaged in today’s
global society. She asserts that teaching is one of the most
powerful positions one can hold in any given society, and that
when done with unconditional love and mutual respect for one’s
fellow human beings, teaching brings peace and harmony to the
individual as well as the greater community.
is a former teacher of English as a second language who has her
Ph.D. in bilingual education from the University of Wisconsin–Madison.
She is currently teaching at the University of Wisconsin–Whitewater.
Her research interests are in the education of language minority
students, and in challenging our conceptions of "risk"
for low income and second language students. Her beliefs are,
first, that educators need to reconceptualize current
understandings of the "risk" factors presented by
students who are low income, racially or ethnically diverse, and
second language learners. She also believes that such students
have an enormous untapped potential, and that they can demonstrate
surprising talents and abilities when given an educationally
enriched and challenging program.
is heading foreign language education at the University of
Wisconsin in Madison. He is full professor in the Departments of
Curriculum & Instruction (School of Education) and French
& Italian (College of Letters & Sciences). François has
published over twenty books and some hundred scientific articles
and book chapters which have brought him international
recognition. He is the happy father of Olivier, his four-year-old
son, who is developing in English, French, and Spanish. Isabelle,
his spouse, was born in Argentina and is quadrilingual. They built
a dome and are active for sustainable living. They demonstrate an
integrated life where academic concepts are enacted in actual
endeavors for a better society.
is currently a dissertator in the Department of Curriculum and
Instruction at the University of Wisconsin–Madison. She formerly
taught at a K–12 bilingual school in Managua, Nicaragua, where
she lived for many years. She has two sons, Jorge and Joaquin, and
she and her husband, Claudio, are raising them bilingually. Her
research interests include the many issues (including language,
racial politics in the schools, and questions of cultural
citizenship) affecting Spanish-speaking immigrant students in the
United States, particularly the upper Midwest. She is active in
local groups working to ensure academic success for students of