Kiyomi Sánchez-Suzuki Colegrove, Ph.D.
Kiyomi Sánchez-Suzuki Colegrove, Ph.D. is an Assistant Professor of Bilingual and Bicultural Education at Texas State University. Her work centers on better understanding the curricular and pedagogical preferences of Latino immigrant parents and the relationship between home and school particularly in the early grades. Using video-cued ethnography, she studies how parents’ ideas, beliefs, and experiences compare across multiple schools, communities, and contexts. Her research privileges the voices and ideas of Latino immigrant parents and demonstrate ways in which administrators and policymakers can learn from them and have more reciprocal relationships. Her areas of expertise include early childhood education, immigrant parent engagement, project based learning and bilingual education. She has conducted research projects in the United States and is currently collaborating on an international comparative study with New Zealand and Australia.
CI 5337 Second Language Acquisition and Development
This course addresses the theoretical foundations of first and second language learning acquisition. Central concepts in child language development with special emphasis on language-minority issues are presented and discussed. The course explores the critical factors that influence first and second language development, including the influence of sociocultural learning theory on cognition, academic achievement, instruction, assessment, and socio-emotional development.
CI 5387 Bilingual Education Principles and Practice
This course addresses the current trends in bilingual education and elementary school practices, and objectives of the bilingual elementary school program, classroom organization, management, and procedures for meeting individual needs.
Adair, J., Colegrove, K., & McManus, M. (2017). The word gap argument in the early schooling lives of young children of Latina/o immigrants. Harvard Educational Review.
Adair, J., Colegrove, K., & McManus, M. (2017, forthcoming). Children’s negative self-concept even in positive contexts of reception: A comparative, ethnographic inquiry of a Texas district. Teachers College Record.
Colegrove, K., & Krause, G. (2017, forthcoming). “Lo hacen tan complicado”: Bridging the perspectives and expectations of mathematics instruction of Latino immigrant parents. Bilingual Research Journal, 40(2), 187-204.
Colegrove, K. & Adair, K. J. (2014). Countering deficit thinking: agency, capabilities and the early learning experiences of children of Latina/o immigrants. Contemporary Issues in Early Childhood 15(2), 122-135.
Adair, K. J. & Colegrove, K. (2014) Communal agency and social development: examples from first grade classrooms serving children of immigrants. Asia-Pacific Journal of Research in Early Childhood Education 8(2), 69-91.
Peer-Reviewed Book Chapters:
Colegrove, K. (2018, forthcoming). Working with diverse families. Eds. McMullen, M., File, N., & Brown, C. Handbook of early childhood care and education. Wiley Blackwell Publishing.