Heineke, Amy J.

Title/s:  Professor

Specialty Area: Emergent bilingual learners, Bilingual education, Language policy, Immigrant & refugee students, Urban teacher education

Office #:  Lewis Towers 1058, WTC

Phone: 312.915.7027

Email: aheineke@luc.edu

CV Link: Heineke CV 2022

About

Amy J. Heineke, PhD, is Professor of Multilingual Teaching & Learning in the School of Education at Loyola University Chicago. Her research focuses on teacher education for culturally and linguistically diverse classrooms, with strands focused on pre-service and in-service teachers’ preparation for emergent bilinguals and language policy work in practice to support students’ learning and language development. 

Degrees

Program Areas

Research Interests

Courses Taught

Awards

Selected Publications

Books and Monographs 

Heineke, A. J., & Papola-Ellis, A. (2022). Inclusive texts in elementary classrooms: Developing literacies, identities, and understandings. Teachers College Press.  

Davin, K. J., & Heineke, A. J. (2022). Promoting multilingualism in schools: A framework for implementing the Seal of Biliteracy. ACTFL.  

Heineke, A. J., & Davin, K. J. (Eds.) (2020). The Seal of Biliteracy: Case studies and considerations for policy implementation. Information Age.  

Heineke, A. J., & Ryan, A. M. (Eds.) (2018). Teaching, learning, and leading with schools and communities: Field-based teacher education. Routledge.  

Heineke, A. J., & McTighe, J. (2018). Using Understanding by Design in the culturally and linguistically diverse classroom. ASCD.  

Heineke, A. J. (2016). Restrictive language policy in practice: English learners in Arizona. Multilingual Matters.  

Articles (selected) 

Heineke, A. J., Papola-Ellis, & Elliott, J. (2022). Using texts as mirrors: The power of readers seeing themselves. The Reading Teacher. Open access here. 

Heineke, A. J., & Vera, E. M. (2022). Beyond language and academics: Investigating teachers’ preparation to promote the social-emotional well-being of emergent bilingual learners. Journal of Teacher Education, 73(2), 145-158.  

Heineke, A. J., & Davin, K. D. (2021). Implementing the Seal of Biliteracy: A multiple case study of six high-awarding districts. Modern Language Journal, 105, 395-411. 

Heineke, A. J., & Davin, K. J. (2020). Prioritizing multilingualism in U.S. schools: States’ policy journeys to enact the Seal of Biliteracy. Educational Policy, 34, 619-643. 

Heineke, A. J., & Giatsou, E. (2020). Learning from students, teachers, and schools: Examining the efficacy of field-based teacher education for emergent bilinguals. Journal of Teacher Education, 71(1), 148-161.  

Heineke, A. J., Davin, K., & *Dávila, A. (2019). Promoting multilingual communities, schools, and students: A closer look at the Seal of Biliteracy in Washington state. TESOL Journal, 10, 1-5.  

Heineke, A. J., & McTighe, J. (2019). Science units of study with a language lens: Preparing teachers for diverse classrooms. Innovations in Science Teacher Education, 4(3) 

Heineke, A. J., Smetana, L., & Carlson, J. (2019). A qualitative case study of inclusive teacher education: One candidate’s evolving understanding of science teaching for emergent bilinguals. Journal of Science Teacher Education, 1, 80-100 

Heineke, A. J. (2018). The invisible revolving door: The issue of teacher attrition in English Language Development classrooms in Arizona. Language Policy, 17, 77-98.  

Heineke, A. J., Davin, K. J., & Bedford, A. (2018). The Seal of Biliteracy: Considering equity and access for English learners. Education Policy Analysis Archives, 26 (99) 

Heineke, A. J., & Neugebauer, S. (2018). The complexity of language and learning: Deconstructing teachers’ conceptions of academic language. Issues in Teacher Education, 27, 73-89.  

Heineke, A. J., Papola-Ellis, A., Cohen, S., & Davin, K. (2018). Linguistically responsive professional development: An apprenticeship model. Improving Schools, 21, 32-47.