Ph.D. Educational Linguistics, University of Pennsylvania (2003)
MA Teaching English to Speakers of Other Languages (TESOL), Teachers College, Columbia University (1998)
BA International Relations, Tufts University (1992)
Foundation Of Adolescence And Bilingual Education
Linguistics For Teachers: Psycho/Structural Considerations
Structure Of English: Pedagogical Grammar For Tesol
Tesol II: Developing Literacy & Technology Skills In The Esl Classroom
Schwinge, D. (2010). Bilingual learning: Learning L1 and L2 in an L1 and L2 environment. In Peterson, Baker, Mc Gaw (Eds.). International Encylopedia of Education. (pp. 475-480). Oxford: Elsevier.
Schwinge, D. (2008). Conceptualizing biliteracy within bilingual programs. In J. Cummins and N.H. Hornberger (Eds.). Encyclopedia of Language and Education. (pp. 51-63). New York, NY: Springer.
Schwinge, D. (2003). Enabling Biliteracy: Using the Continua of Biliteracy to Analyze Curricular Adaptations and Elaborations. In N.H. Hornberger (Eds.). The Continua of Biliteracy: A Framework for Educational Policy, Research, and Practice in Multilingual Settings. (pp. 248-265). Clevedon, United Kingdom: Multilingual Matters.
Gordon, D. and Schwinge, D. (2009), Action research in teacher preparation: scaffolding reflective practitioners. The NCLRC Language Resource, 13(2).
Schwinge,D. (2004), Making connections between languages, between cultures, between texts: Using hybrid literacy practices in a bilingual elementary school class. Bilingual Socialization and Bilingual Second Language Acquisition: Proceedings from the Second International Symposium on Bilingualism., 737-750.
Schwinge, D. (2000), Standards, exits exams, and the politicization of bilingual education: The writing exit exam at Hostos College. Working Paper in Educational Linguistics, 16(2), 43-61..
Schwinge, Diana (2011, September). Action Research for Language Teachers: Becoming a Relective Practitioner. International Conference on English Language Teaching, Perak, Malaysia.
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Schwinge, D. and Gordon, D. (2010). Designing Action Research Courses for Preservice Teachers. In TESOL Annual Convention. Boston, MA.
Gordon, D. and Schwinge, D. (2009). Action research in teacher preparation: scaffolding reflective practitioners. In National Language Teacher Education Conference. Washington D.C..
Schwinge, D. (2008). Using Variations of Folk Stories in Bilingual Classrooms. In National Association of Bilingual Education (NABE). Tampa, Florida.
Schwinge, D. (2007). Using fractured fairy tales in ESL classrooms. In TESOL Annual Convention. Seattle, Washington.
Schwinge, D. (2006). Learning to make intertextual connections: Fractured fairy tales in the bilingual classroom. In New York State Association for Bilingual Education (NYSABE). Long Island, NY.
Schwinge, D. (2006). Making connections: Using fractured fairy tales in bilingual classrooms. In National Association of Bilingual Education (NABE). Phoenix, AZ.
Schwinge, D. (2005). "Three is a crowd": US bilingual teachers implementing federal, city, and local language and literacy policies. In Fifth International Symposium on Bilingualism. Barcelona , Spain.
Schwinge, D. (2004). Bottom-up language planners: Bilingual teachers implementing multiple literacy programs. In American Association for Applied Linguistics (AAAL). Portland, OR.
Schwinge, D. (2004). Enabling biliteracy: Using new literacies to help bilingual students make intertextual connections. In NCTE Winter Research Forum.. Berkeley, CA.
Schwinge, D. (2002). Making connections between languages, between cultures, between texts: Using hybrid literacy practices in a bilingual elementary school class. In Second International Symposium on Bilingualism. Vigo, Spain.
Schwinge, D. (2002). Using video to examine the use of multi-modal semiotic resources. In Working Conference on the Analysis of Videotape Data of Classroom Life. Vanderbilt University, Nashville, TN.
Peace Corps Master's International Program Coordinator
Reviewer of Fulbright applications for the Fulbright student exchange program (Thailand)