Igone Arteagoitia, PhD

Research Scientist

Dr. Igone Arteagoitia, a Research Scientist at the Center for Applied Linguistics, brings 20 years of experience in conducting research and evaluation in dual language immersion programs with a focus on bilingualism and biliteracy development. Currently she is Project Director on a research and development grant funded by the International Research and Studies Program of the U.S. Department of Education (P017A170028) to identify successful dual language immersion programs by analyzing state-wide longitudinal data in the two program languages and document characteristics of dual language education in high achieving programs. Dr. Arteagoitia has presented on her work on biliteracy development in emergent bilingual learners at a number of national and international research conferences and published her research in peer-reviewed publications, including TESOL Quarterly, Bilingual Research Journal and the Journal of Bilingual Education Research and Instruction. In addition to her research, Dr. Arteagoitia provides technical assistance, professional development and a range of support services for teachers and school administrators that serve emergent bilingual learners. She holds a Ph.D. in Spanish Applied Linguistics from Georgetown University and a M.A. in TESOL from West Virginia University. She is trilingual in Spanish, Basque, and English and completed primary education in Basque medium of instruction schools.


Spanish, Basque


K-12 Biliteracy Pathways

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.

Development of Literacy in Spanish Speakers (DeLSS)

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.