The benefits of combining language acqusition and explicit instruction approaches
Claude Goldenberg is the Nomellini & Olivier Professor of Education in the Graduate School of Education at Stanford University. A native of Argentina, his areas of research and professional interest center on promoting academic achievement among language minority children and youth. Prior to his arrival at Stanford, Goldenberg was Professor of Teacher Education, Associate Dean of the College of Education, and Executive Director of the Center for Language Minority Education and Research (CLMER) at California State University, Long Beach. Goldenberg’s most recent books are Promoting Academic Achievement among English Learners: A Guide to the Research, co-authored with Rhoda Coleman (Corwin, 2010) and Language and Literacy Development in Bilingual Settings, co-editing with Aydin Durgunoglu (Guilford, 2011). His publications have also appeared in academic and professional journals, and he has been on the editorial boards of various academic journals. His current projects focus on improving literacy and academic achievement among English learners in K-12 and promoting early literacy development in Rwanda. Goldenberg was on the National Research Council’s Committee for the Prevention of Early Reading Difficulties in Young Children and on the National Literacy Panel, which synthesized research on literacy development among language-minority children and youth.