Faculty Profile EMPHASIS AREA: LLC. Language assessment and acquisition in bilinguals; Bilingual and second language education; Classroom discourse

Barbara Merino
Professor Emerita

Research Interests

Language assessment and acquisition in bilinguals; Bilingual and second language education; Classroom discourse; Elementary education; English learners; Latina/o education issues; Literacy development through science; Teacher action research; Teacher development & performance assessment

Education

Ph.D., Education and Linguistics – Stanford University, Stanford – 1976

Select Publications

Articles and Chapters

  • Merino, B. J. (1975). Early bilingualism and cognition: A survey of the literature, pp. 125-139. In Tobias and Sandra Gonzales (Eds.), Perspectives on Chicano Education. Stanford, CA: Stanford University
  • Cohen, A., Fathman, A, and Merino, B.J. (1976). The Redwood City bilingual education project, 1971-1974: Spanish and English proficiency, mathematics, and language use over time. Working Papers in Bilingualism 8:1-29.
  • Merino, B. J. and R. Politzer. (1977). Toward validation of tests for teachers in Spanish/English bilingual education programs. Research and Development Memorandum No. 151, 34 pp. Stanford CA: Stanford Center for Research and Development in Teaching, School of Education, Stanford University.
  • Merino, B. J., R. Politzer, and A. Ramirez. (1979). The relationship of teachers’ Spanish proficiency to pupils’ achievement. Journal of the National Association for Bilingual Education (NABE) 3:(2)21 37.
  • Merino, B. J. (1982). Order and pace in the syntactic development of bilingual children. In J. Fishman and G. Keller (Eds.), Bilingual Education for Hispanic Students in the United States, New York. Columbia Teachers College Press (pp. 446-464).
  • Merino, B. J. and Spencer, M. (1983). The comparability of English and Spanish versions of oral language proficiency instruments. Journal of the National Association for Bilingual Education (NABE) 7:1-31.
  • Merino, B. (1983). The impact of year-round schooling: A review. Urban Education 18:298-316.
  • Merino, B. J. (1983). Language loss in bilingual Chicano children. Journal of Applied Development Psychology 10:477-494.
  • Merino, B. (1983). Language development in normal and handicapped Spanish speaking children. Hispanic Journal of Behavioral Sciences, 5:379-400.
  • Figueroa, R., Sandoval, J., and Merino, B. (1984). School Psychology and Limited-English-Proficient (LEP) Children: New Competencies. Journal of School Psychology: 22, (2) 131-143.
  • Merino, B. and Faltis, C. (1986). Spanish for Special Purposes: Communication Strategies for Teachers in Bilingual Education. Foreign Language Annals 19, (1) 43-46.
  • Merino, B. J. and Lyons, J. (1987). The problem of exit criteria in second language learners: California as a case study. Association of Mexican American Educators Journal, 4:5-28.
  • Merino, B. J. and Quintanar, R. (1988). The Recruitment of Minority Students into Teaching: A Status Report of Effective Approaches. In C. Gunn (Ed.) Proceedings of the Homes Groupo-Far West Meeting, University of Colorado at Boulder. Salt Lake City: University of Utah Press. (pp. 45-61)
  • Merino, B. J. & R. Rumberger, R. (1989). Why have standards for English Language Learners. LMRI Newsletter. 8 (3).
  • Merino, B. J. & Lyons, J. (1990). The Effectiveness of a Model Bilingual Program: A Longitudinal Analysis. Berkeley, CA: California Public Policy Seminar, University of California. V. 2, No. 3.
  • Blanche, P. and Merino, B. J. (1990). Self-Assessment of Foreign Language Skills: Implications for Teachers and Researchers, Language Learning. 39 (3).313-340.
  • Ramirez, J. D. and Merino, B. J. (1990). Classroom Talk in English Immersion, Early-Exit and Late-Exit Transitional Bilingual Education Programs. In R. Jacobson and C. Faltis (Eds.) Language Distributions Issues in Bilingual Schooling. Clevendon, England, Multilingual Matters. (pp. 61-101)
  • Merino, B. J., Legarreta, D., Coughran, C. and Hoskins, J. (1990). Interaction at the Computer by Language Minority Boys and Girls Paired at the Computer with Fluent English Proficient Peers. Computers in the Schools. 7,( 1/2) 109-119.
  • Merino, B. J., Legarreta, D., Coughran, C. and Hoskins, J. (1990). Interaction at the Computer by Language Minority Boys and Girls Paired at the Computer with Fluent English Proficient Skills. In C. Faltis and R. DeVillar (Eds.) Language Minority Students and Computers, NY Haworth Press (pp. 109-119).
  • Merino, B. and Coughran, C. (1991.) Lesson design for teachers of language minority students. In M. McGroarty and C. Faltis (Eds). Languages in school and society: Policy and pedagogy. the Hague; Mouton. (pp. 335-358).
  • Merino, B. J. (1991). Promoting School Success for Chicanos: The View from Inside the Bilingual Classroom. In R. Valencia (Ed.) Chicano School Failure and Success: Research and Policy Agendas for the 1990s. London: Falmer Press. (pp. 119-148)
  • Faltis, C. and Merino, B. J. (1992). Towards a definition of exemplary teachers in bilingual multicultural school settings. In R. V. Padilla and A. Benavides (Eds.) Critical Perspectives on Bilingual Education Research. Tempe, AZ: Bilingual Review Press. (pp. 277-302).
  • Merino, B. J. (1992). Acquisition of syntactic and phonological features in Spanish. In H. Langdon with L. R. Lilly Cheng (Eds.) Hispanic Children and Adults with Communication Disorders: Assessment and Intervention. Gaithesburg, Maryland: Aspen Press. (pp. 57-98).
  • Langdon, H. W. and Merino, B. J. (1992). Acquisition and development of a second language in the Spanish speaker. In H. Langdon with L.R. Lilly Cheng (Eds.) Hispanic Children and Adults
  • with Communication Disorders: Assessment and Intervention. Gaithesburg, Md: Aspen Press. (pp. 132-167).
  • Merino, B. J., Trueba, H. and Samaniego, F. (1993). Towards a framework for the study of maintenance of the home language in language minority students. In Merino, B.J., Trueba, H. and Samaniego, F. (Eds.) Language, Culture and the Teaching of Spanish for Spanish-Speakers: Towards an Integration of Theory and Practice. (pp. 5-25) London: Falmer Press.
  • Merino, B. J. and Samaniego, F. (1993). Language acquisition theory and classroom practices in the teaching of Spanish to the native Spanish speaker. In B. J. Merino, H. Trueba and F. Samaniego (Eds.) Language, Culture and the Teaching of Spanish for Spanish Speakers: Towards an Integration of Theory and Practice. (pp. 115-123) London: Falmer Press.
  • Samaniego, F., and Merino, B. J. (1993). Using expert teacher knowledge to develop curriculum for native Spanish-speaking secondary students. In B. J. Merino, H. Trueba and F. Samaniego. Language, Culture and the Teaching of Spanish for Spanish-Speakers: Towards an Integration of Theory and Practice. (pp. 222-258) London: Falmer Press.
  • Merino, B. J. and Faltis, C. J. (1993). Language and culture in the preparation of bilingual teachers. In B. Arias and U. Casanova (Eds.) Bilingual Education: Politics, research and practice. Chicago, IL: National Society for the Study of Education.
  • Gandara, P. and Merino, B. (1993). Measuring the outcomes of LEP Programs: Test scores, exit rates, and other mythological data. Educational Evaluation and Policy Analysis. 15(3) 320-338.
  • Merino, B. J., Samaniego, F., Trueba, H., Vargas Castaneda, E. & Chaudry, L. (1993). Language minority native Spanish speakers at the secondary level and the role of the foreign language teacher. Peabody Journal of Education. 69(1) 152-171.
  • Nelson, E., Deas, D., Donnenfield, D., Pisciotto, K., Potter, W., Merino, B., Marion, R., Nicholas, I., Marshall, J. & Christensen O. (1994). Creating the Active Classroom: Including effective strategies for ESL/LEP instruction. San Ramon, CA: Decision Development Corporation.
  • Taylor, S., Hammond, L. & Merino, B. (1995). The Bilingual Integrated Curriculum Project. Thrust for Educational Leadership. 24(4) 16-21.
  • Merino, B. J. and Hammond, L. (1997). Family gardens and solar ovens: Making science education accessible to culturally and linguistically diverse students. Multicultural Education: The Magazine of the National Association for Multicultural Education.
  • Merino, B. J. and Hammond, L. (1998). Family gardens and solar ovens; Making science education accessible to culturally and linguistically Diverse students. In Multicultural Education Annual Review.
  • Taylor, S., Hammond, L. & Merino, B. (1998). The Bilingual Integrated Curriculum Project. In R. Fitzgibbons & R.J. ZuWallack (Eds.) Encounters in Education. (pp. 204-208). New York: Harcourt Brace College Publishers.
  • Merino, B. J. (1999). Preparing secondary teachers to teach a second language:
  • The case of the United States with a focus on California. In C. Faltis & P. Wolfe (Eds.). So much to say: Adolescents, bilingualism and ESL in the secondary school. (pp. 225-254) . New York & London: Teachers College Press.
  • Merino, B. J. & Martin, K. in collaboration with the Teacher Education Research Group (2000).. Final Report for the Experimental Program of Professional Preparation: Teachers as Advocates for Equity Through Inquiry, Collaboration and Reflection. Report submitted to the California Commission on Teacher Credentialing.
  • Merino, B. J., Martin, K, & Prior, K. in collaboration with B. Goldman R. Merino, H. Murai and the UC Davis/CSUS Teacher Education Work Group. (2001). Graduates Perspectives on the Role of their Teacher Education Program in Facilitating their Growth as Advocates for Equity in Learning. Report submitted to the California Commission on Teacher Credentialing.
  • Merino, B. J. and Hammond, L. (2002). How do teachers facilitate writing for bilingual learners in “sheltered constructivist “ science? Electronic Journal of Literacy through Science. 1 (1). sweeneyhall.sjsu.edu/ejlts.
  • Merino, B.J. & Hammond, L. (2002). Writing to learn: Science in the upper elementary bilingual classroom. In M. Schleppegrell and C. Colombi (Eds.) Developing Advanced Literacy in First and Second Language. Mahwah, New Jersey: Lawrence Erlbaum.
  • Merino, B. J. and Hammond, L. (2005). How do teachers facilitate writing for bilingual learners in “sheltered constructivist” science? In Scott Foresman Science: Research Base. NY: Scott Foresman. (497-518).
  • Merino, B.J. and Scarcella, R. (2005). Teaching science to English learners. Invited Essay. Language Minority Research Institute Newsletter. 14(4) 1-7.
  • Rumberger, R., Gandara, P. & Merino, B. (2006). Where California English learners attend school and why it matters. Statistical Brief. Language Minority Research Institute Newsletter. 15(2) 1-2.
  • Merino, B. J. & Holmes, P. (2006). Student teacher inquiry as an “Entry Point” for advocacy. Teacher Education Quarterly, 33 (3), 79-96.
  • Merino, B.J. (2006). Moving beyond ships passing in the night. Teaching Education, 17(3), 277-285.

Books

  • Merino, B. (1976 ). Language acquisition in bilingual children: Aspects of syntactic development in English and Spanish by Chicano children in grades K-4. Unpublished doctoral dissertation. Stanford University.
  • Merino, B. and Spencer, M. (1982 ). , (eds. )A Handbook for Teaching Vietnamese Speaking Students. Los Angeles, CA: National Dissemination and Assessment Center, California State University,
  • Merino, B. and Spencer, M. (1983). (eds.) A Handbook for Teaching Korean Speaking Students. Los Angeles, CA.: National Dissemination and Assessment Center, California State University.
  • Spencer, M. and Merino, B. (1983) . (Eds.) A Handbook for Teaching Portuguese-Speaking Students. Sacramento, CA: Office of Bilingual Bicultural Education, State Department of Education.
  • Spencer, M. and Merino, B. (1984). (Eds.) A Handbook for Teaching Cantonese- Speaking Students. Sacramento, CA: Office of Bilingual Bicultural Education, State Department of Education.
  • Spencer, M. and Merino, B. (1986). (Eds.). A Handbook for Teaching Filipino-Speaking Students. Sacramento, CA: Office of Bilingual Bicultural Education, State Department of Education.
  • Merino, B. J., Trueba, H. and Samaniego, F. (1993) . (eds.) Language, Culture and the Teaching of Spanish for Spanish-Speakers: Towards an Integration of Theory and Practice. London: Falmer Press.

Tests

  • Merino, B. J. (1976) . Report on the working conference on the SCRDT teacher tests for Spanish/English bilingual education, 33 pp. Occasional Paper No. 14. Stanford, CA: Stanford Center for Research and Development in Teaching, School of Education, Stanford University.
  • Merino, B., F. Morales, B. Rigby, Acosta, P., Castaneda, and R. DeVillar. (1979). Teachers’ Spanish Proficiency test: Form A. Stanford Center for Research and Development in Teaching, School of Education, Stanford University. Form B: Merino, B. and J. Rojas. Forms A and B published in one volume as CERAS Teachers’ Tests for Spanish/English Bilingual Education: Spanish Proficiency Test, 87 pp. Stanford, Ca: CERAS (Center for Educational Research at Stanford University).
  • Merino, B. J. and E. Hernandez-Chavez. (1982). Examen de Espanol para la Certificacion de Maestros en Educacion Bilingue: Gramatica Escrita, 21 pp. Sacramento, CA Commission for Teacher Preparation and Licensing.
  • Merino, B., H. Langdon, N. Carey, A. Buell, R. Topf, and E. Hernandez-Chavez. (1986). The Bilingual Assessment Certificate Examination: School Psychologists and Speech and Language Specialists Versions. V. I-III., Sacramento, CA. Commission on Teacher Credentialing.
  • Merino, B. and H. Langdon. (1986). Bilingual Assessment Certificate Examination — Technical Manual. Sacramento, CA: Cross-Cultural Resource Center, California State University.
  • Figueroa, R. A. and Merino, B. (1988). Escala de Adivinanzas; Escala de Definiciones. ( Riddle & Definitions Scale).
  • Merino, B. (1988). Escala de Sintaxis: Comprension Produccion. (Syntax Scale of Comprehension and Production).
  • Merino, B. (1988). Escala de Articulacion. (Articulation Scale).
  • Merino, B. and Bye, T. (1988). Escala de Competencia Comunicativa. (Communicative Competence Scale). In E. R. Hinojosa, S. R. Contreras and M. Gomez Palacio Munoz (Eds.) Bateria de Evaluacion de la Lengua Espanola para Ninos Mexicanos de 3 a 11 Anos. Mexico, D. F.: Direccion General de Educacion Especial.
  • Lyons, J., Merino, B., Merino, R. and Langdon, H. (1991) . The Test of Communicative Competence for Pacific Bell Service Representatives. Technical Manual: Report to Pacific Telesis. Sacramento, CA: Cross-Cultural Resource Center, California State University.

Awards and Honors

  • National Exemplary Program of Academic Excellence. United States Department of Education. 3rd – 5th grades. BICOMP 1991-1995.
  • Yolo County Office of Education BICOMP Project – Exemplary Program. 1992.
  • State Designate. Exemplary Program of Academic Excellence, California State Department of Education, 1991.
  • California Association for Bilingual Education – BICOMP Project – Exemplary Practice. 1990.
  • Senior Award of Distinction; Mortar Board; University of Southern California
  • Faculty Development Award. 1982.

Current Activities and Service

  • AERA Division K Review. 1997.
  • Consultation for Public Advocates, San Francisco. 1995-1997.
  • Consultation California State Department of Education Assessment Issues. 1994-1997.
  • Keynote Speaker. Southwest Conference on the Teaching of Spanish to Native Speakers, Las Cruces, New Mexico. 1996.
  • Invited address. Multicultural Literature Conference, Las Cruces, New Mexico. 1996.
  • AERA Division G Review. 1995.
  • Presenter. Research and Policy Issues Related to the Use of Examinations in Teacher Credentialing. 1994.
  • Member. Planning Committee for Conference. 1994.
  • Testimony to State Board of Education. 1995.
  • Advisory Committee for Teacher Education Programs
  • UC Representative Member, California Commission on Teacher Credentialing. 1990-94.
  • Member. Linguistic Society of America
  • Member. National Association for Bilingual Education
  • Member. American Educational Research Association
  • Member. Association of Mexican American Educators
  • Member. American Council for Teachers of Foreign Language
  • Member. American Association for Teacher Education
 

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