- Ed.D. Boston University
- M.S. Georgetown University
- B.S. University of Massachusetts Amherst
Julie Coppola is Clinical Associate Professor of Education at Boston University where she teaches courses in first and second language and literacy development, assessment, and instruction, and coordinates the programs in bilingual education, teaching English as a second language and modern foreign language education. Dr. Coppola researches literacy teaching and learning in urban settings with a particular focus on children learning English as an additional language. She has conducted extensive site-based professional development programs in literacy and language assessment and instruction for school districts serving English learners. She is a frequent contributor at local, national, and international conferences. Her current work focuses on English learners’ writing development and identifying classroom writing assessment and instructional practices that promote language and literacy development in this student population.Courses Taught
- SED LS560 Language and Language Acquisition
- SED BI535 Literacy Development for Bilingual Students: Instruction and Assessment
- SED BI620 Educational Issues in Bilingualism
- SED BI621 Bilingualism and Biliteracy
- Coppola, J. (2009). Teaching English language learners in grades K-3: Promoting language and literacy development. Norwood, MA: Christopher-Gordon Publishers, Inc.
- Coppola, J. (2005a). English language learners: Language and literacy development during the preschool years. Journal of the New England Reading Association, 41(2), 18-23.
- Coppola, J. (2005b). Improving writing instruction for English language learners in elementary classrooms. Primer, 33(2), 29-31.
- Coppola, J. & George, J. (2007). On the Go with Ann Morris: A nonfiction author study with English language learners. In C.B. Jenkins & D. White (Eds.), Finding a niche for nonfiction author studies. Portsmouth, NH: Heinemann.
- Coppola, J. (2003). English learners in all-English classrooms: Sharing the responsibility. In G. Garcia (Ed.), English learners: Reaching the highest level of English literacy (pp. 216-228). Newark, DE: International Reading Association.
- Coppola, J., Dawson, C., McPhillips, S., George, J., & MacLean, D. (2005). In my country we don’t write our stories, we tell our stories: Writing with English language learners in the primary grades. In R. Indrisano & J. Paratore (Eds.), Learning to write, writing to learn: Theory and research in practice (pp. 40-56). Newark, DE: International Reading Association.
- Coppola, J., & Primas, E. (Eds.). (2009). One classroom, many learners: Best literacy practices for today’s multilingual classrooms. Newark, DE: International Reading Association.
- Literacy strategies for English language learners: Promoting oral language and literacy development
- “Literacy development in English language learners: Guiding principles and best practices
- Improving writing instruction for linguistically and culturally diverse children: Lessons from the classroom
Selected Professional Memberships
- International Reading Association
- Massachusetts Association of College and University Reading Teachers
- Massachusetts Reading Association
Selected Awards/Honors/Special Recognition
- Commission on Second Language Literacy and Learning
- National Reading Conference-Travel Grant
- Principal Investigator: Title VII Bilingual Education Fellowship Program
- United States Department of Education, Title VII Fellowship, Doctoral Study