Dr. Igone Arteagoitia is a Research Scientist at CAL, where she works on research and evaluation projects related to the development of bilingualism and biliteracy skills in Spanish-English bilingual students in a range of educational program settings. Currently she is Project Director of the K-12 Biliteracy Pathways project funded by the Oregon Department of Education in which she and her team support project grant recipients in the development, implementation and evaluation of existing and new model two-way and one-way dual language programs.
Dr. Arteagoitia also provides technical assistance and delivers workshops, trainings, and a range of support services for teachers in a variety of educational program settings, including dual language and world languages programs, in the United States and internationally. She conducts trainings on Spanish literacy instruction, building metalinguistic awareness in bilingual classrooms, teaching academic vocabulary, assessing language development, among other topics.
At CAL she has worked on numerous qualitative and quantitative studies looking at facets of language and literacy development in bilingual children, implementing interventions to promote vocabulary development, developing assessments of vocabulary knowledge, and examining the role of transfer in the development of literacy and literacy-related skills in bilingual children.
Dr. Arteagoitia has served as Principal Investigator in an intervention research study funded by the Institute of Education Sciences of the U.S. Department of Education focusing on English academic vocabulary and reading comprehension skills in Spanish-speaking adolescent students. Dr. Arteagoitia has designed qualitative and quantitative data collection instruments, carried out data analysis and reporting, and presented on her work at national and international research conferences.
Dr. Arteagoitia holds a Ph.D. in Applied Linguistics from Georgetown University and a M.A. in TESOL from West Virginia University. For her dissertation research she conducted a psycholinguistic study in the U.S. and in the Basque Country with adult second language learners of Spanish, English and Basque entitled, A cross-linguistic study of second language processing in Spanish, English and Basque, in which she examined potential native language effects on the processing of transitive sentences in these three languages.
She has published her work in peer-reviewed publications, including TESOL Quarterly and the Bilingual Research Journal, and produced research reports for the U.S. Department of Education and other funders, including two reports for the Regional Educational Laboratory Appalachia.
CAL researchers are working on a three-year grant to document the characteristics of successful dual language education programs in the state of Oregon.
CAL is working with the Oregon State Department of Education during the 2015-2016 and 2016-2017 school years to support K-12 Biliteracy Pathways project grant recipients in the development, implementation and evaluation of existing and new model two-way and one-way dual language programs.
The Vocabulary Instruction and Assessment for Spanish Speakers (VIAS) project was a 5-year program of research on the literacy and language development of Spanish-speaking English-language learners (ELLs).
As a partner in the Regional Educational Laboratory (REL) Appalachia, CAL conducts research on districts serving emerging English learner communities.
The goal of the Development of Literacy in Spanish Speakers (DeLSS) research project was the development of new knowledge relevant to the critical factors that influence the development of English-language literacy (reading and writing) competencies among children whose first language is Spanish.
CAL researchers are working on a three-year grant, funded by the International Research & Studies program of the U.S. Department of Education, to document the characteristics of successful dual language education programs.