Jerri Willett - University of Massachusetts Amherst

CURRENT POSITION
PERSONAL DETAILS
CURRICULUM VITAE: Jerri Willett
Chair, Teacher Education and Curriculum Studies
Professor, School of Education
University of Massachusetts
Amherst, Massachusetts 01002
Email: willett@educ.umass.edu
Tel: (413) 545-0246
Fax: (413) 545-2879
ACCELA Project: www.umass.edu/accela/
Home Address: 120 Parsons Hill Drive
Conway
Massachusetts 01341
Tel: (413) 369-4394
AREAS OF EXPERTISE
• University/School Partnerships
• Genre, SFL linguistics and academic and critical literacies across K-12
• Second-language and literacy socialization
• Second-language teacher-education and professional development
• Constructing home/school relations
• Ethnographic research methods & discourse analysis
EDUCATION
Ph. D. Language, Literacy & Culture
Graduate School of Education
Stanford University, Stanford, California, 1987
Committee: Shirley Brice Heath (Chair), Tom Huebner,
Charles Ferguson(Linguistics)
M.Ed. Teaching English as a Second Language
Graduate School of Education
University of Hong Kong, Hong Kong, 1980
Adv. Dip. Ed. Teaching English as a Second Language
Graduate School of Education
University of Hong Kong, Hong Kong, 1979 (with distinction)
M.A. English Literature (with a minor in Speech and Drama).

College of Arts and Sciences
University of San Francisco, San Francisco, California, 1971
Teaching Credential Secondary-school English and Humanities (with a minor in
French), State of California, 1968
B.A. English Literature (with a minor in Psychology)
College of Arts and Sciences
University of Florida, Gainesville, Florida, 1967
HONORS & AWARDS
• UMASS System President’s Award for Public Service for the ACCELA Project,
2008-2009 , http://www.massachusetts.edu/staff/ppsa_willett_2008.html
• Distinguished Academic Outreach Teaching Award 2007-2008, UMASS Amherst
• Nominated for the Distinguished Teaching Award, University of Massachusetts,
Amherst, Massachusetts, 1990/91, 1991/92, 1992/93, 1994/95, 1995/96, 1996/97.
• Graduate Fellowship, Stanford University, 1980-1982.
EMPLOYMENT CHRONOLOGY
09/2007-present Chair of Teacher Education and Curriculum Studies Department
http://www.umass.edu/education/academics/tecs/
09/2002-present Professor of Education
Teacher Education and Curriculum Studies Department
Language, Literacy & Culture Concentration
http://www.umass.edu/education/llc/index.html
School of Education, University of Massachusetts, Amherst
09/93 - 08/02 Associate Professor of Education (with tenure)
Teacher Education and Curriculum Studies Department
Language, Literacy & Culture Concentration
School of Education, University of Massachusetts, Amherst
09/86 -- 08/93 Assistant Professor of Education
School of Education, University of Massachusetts, Amherst
07/85 -- 08/86 Instructor, English as a Foreign Language
Department of English as a Foreign Language,
Harvard University, Cambridge, Massachusetts
10/82 -- 08/84 Instructor, English as a Second Language
Department of Linguistics,

Stanford University, Stanford, California.
10/81-6/82 Research Assistant for John Rickford
Guyanese- Creole Project,
Stanford University, Stanford, California
09/77 -- 08/80 Lecturer, Teaching English as a Second Language
School of Education
University of Hong Kong, Hong Kong
09/72 -- 08/77 Housemistress, Head of Drama Department,
Teacher of English, Drama and Psychology
Island School, Hong Kong
12/71 -- 08/72 Classroom Teacher, English as a Second Language specialist,
Hutton Middle School
Bradford, Yorkshire, England
09/68 -- 08/71 Classroom Teacher, English Literature, Drama, and Humanities
Everett Junior High School
San Francisco, California.
COURSES DEVELOPED & TAUGHT (Graduate Level)
• Educ 670: Language and Language Learning
• Educ 697T: Teaching Content for Language Development
• Educ 794D Critical Discourse Analysis
• Educ 697P: Principles of Second-Language Acquisition
• Educ 815: Researching Language in Education I & II: Ethnography
• Educ 791Z ELL and Social and Political Context of School Change
• Educ 615X: Practitioner Research
• Educ 793M: Seminar in Language Theories
• Educ 533: Methods and Materials for ESL and Bilingual Teachers
• Educ 597F: Basic Linguistics for ESL Teachers
• Educ 776: Theories of Communication for Bilingual Education
• Educ 697E: Using and Learning Language -- A Multicultural Perspective
• Educ 792S: Graduate Seminar: Language Teacher Education
• Educ 691D: Writing for Publication
• Educ 500L: Practicum in ELL
Supervision
• Inservice and Preservice teachers of English as a Second Language.
School of Education, University of Massachusetts, Amherst,
Massachusetts, 1986-2006.

• Graduate Preservice teachers of Foreign Languages and English as a
Second Language. Stanford Teacher Education Program, Stanford
University, Stanford, California, 1981--1983.
• Inservice and Preservice teachers of English as a Second Language.
Graduate School of Education, University of Hong Kong, Hong Kong,
1978--1980.
Workshops
• Ethnographic Research Methods. Sponsored by NIE, Center for Research in
Pedagogy & Practice. Singapore, June 8, 2005
• Discourse Analysis. Sponsored by NIE, Center for Research in Pedagogy &
Practice. Singapore, June 15, 2005
• Whole Language Methods for EFL. Sponsored by SEDUCA and the Secretaria
de Educacion Y Cultura de Antioquia, Medellin, Colombia, July 24, 1997, and in
Centro Colombo Americano in Manizales, Colombia, August 1, 1997 and in
Cartagena, Colombia, August 15, 1997.
• Teaching Large Groups. Sponsored by EDUCAME and the Secretaria de
Educacion Y Cultura de Antiqoquia, Medellin, Colombia, July 25, 1997.
• Whole Language Assessment in EFL. Sponsored by Centro Colombo Americano,
Medellin, Colombia, July 21, 22 and 30, 1997.
• Home/School Partnerships. Teacher Research Forum, Marks Meadow School,
Amherst, Massachusetts, November, 1994.
• Collaborative Learning in Heterogeneous Classes. Workshop presented at Centro
Colombo Americano and at the Corporacion Universitaria Luis Amigo, Medellin,
Colombia, South America, August 14, 1995.
• Language Teacher Education. Workshop presented at the Universidad de
Antioquia, Medellin, Colombia, South America, August 15, 1995.
• EFL Program Development for Elementary Schools. Workshop presented at the
Universidad Pontifica Bolivariana, Medellin, Colombia, South America, August
16, 1995.
• Parents: A critical factor for safety in our schools. Workshop presented at the
conference on Creating Safer Schools: An Agenda For Our Communities.
Sponsored by State Rep. Ellen Story and District Attorney Elizabeth D. Scheibel ,
December 9 and 11, 1993.
• Promoting Native Language Literacy in Mainstream Classrooms. Workshop
presented at the Symposium on Bilingual Education in Western Massachusetts.
Sponsored by the Massachusetts Association for Bilingual Education and the
Hispanic Educators Association of Massachusetts, Inc., Springfield,
Massachusetts, November 6, 1993.
• Teaching Children Who are Becoming Bilingual in the Regular Classroom.
Series of workshops and consulting for the Sunderland School District,
Sunderland, Massachusetts, 05/92--06/92.

• Teaching Second Language Learners. Series of workshops and consulting for the
Holyoke Magnet Bilingual School for the Arts, Holyoke, Massachusetts, 1990--
1991.
• Collaborative Learning. Series of workshops provided for the Coalition for
School Improvement, University of Massachusetts, Amherst, Massachusetts,
04/89--05/89.
• Bridging the Community and the Classroom. Series of workshops provided for
the Hadley School District, Hadley, Massachusetts, 01/88--05/88.
• Preparing for the Cooperative Classroom. Series of workshops provided for the
Southwick School District, Southwick, Massachusetts, June, 1988.
• Planning Instruction for Meeting Individual Needs. Series of workshops provided
for the Coalition for School Improvement, University of Massachusetts, Amherst,
Massachusetts, 02/88--05/88.
SELECTED PROFESSIONAL EXPERIENCE
Administrative Experience
• Chair, Teacher Education & Curriculum Studies Department, University of
Massachusetts, Amherst, Massachusetts, 2007 to present.
• Director, ACCELA Alliance, University of Massachusetts and Springfield,
Holyoke, and Amherst School Districts, 2002 to present.
http://www.umass.edu/accela/whatisaccela.htm
• Coordinator, Bilingual, ESL, Multicultural Practitioner Area, University of
Massachusetts, Amherst, Massachusetts, 2001 to 2006.
• Coordinator, Language, Literacy and Culture Doctoral Area, University of
Massachusetts, Amherst, Massachusetts, 1997 to 2006.
• Director, ESL Teacher Certification Program, University of Massachusetts,
Amherst, Massachusetts, 1986 to 2006.
• Coordinator, Cultural Diversity and Curriculum Reform Program, University of
Massachusetts, Amherst, Massachusetts, 1994 to 1996.
Advisory Boards
• Research in Reading Quarterly. Editorial Board, 2006-present.
• Center for Research in Pedagogy and Practice. Malay Language Project. 2004-
2006.
• Linguistics and Education, Reviewer, 1997-2003.
• Holyoke Community College, ESL Advisory Board, 1993-2003.
• Educational Alliance Lab, Brown University, Advisory Summit, 2003
• TESOL Quarterly, Editorial Board, 1996 - 1999.
Consulting
• Center for Research in Pedagogy and Practice, National Institute of Education,
Singapore. Ongoing consultation on ethnographic studies of home/school literacy
practices in Singapore. 2004-present.

• ESL & Bilingual Program of the Amherst School System Established and
maintained a partnership relationship with the district that included ongoing
consultation and planning concerned with the professional development of ESL &
Bilingual teachers and paraprofessionals, grant writing, regular meetings and
supervising doctoral students who also provided consultation, Amherst, MA,
1997- 2006.
• ESL & Bilingual Program of the Holyoke School System Established and
maintained an partnership relationship with the ESL & Bilingual Program of the
Amherst School System that included ongoing consultation and planning
concerned with the professional development of ESL & Bilingual teachers and
paraprofessionals, grant writing, regular meetings and supervising doctoral
students who also provided consultation, Holyoke, MA, 1997- present.
• Springfield School District. Provided consultation concerning the professional
development of teachers around ELL issues and grant writing. Springfield, MA,
2002-present.
• Universidad de Antioquia, Bi-National Centers & Medellin School Districts,
Universidad de Techologia, Universidad de Manizales, Partners of the Americas,
Provide ongoing consultation on professional development for teachers,
recommendations for speakers for their annual conference, Colombia, 1996 to
present.
• Adult ESL Literacy Project, Consultation, advising and evaluation. Forbes
Library, Northampton, Massachusetts, 09/89--09/90.
• Cote D'Ivoire Teacher Education Project, Center for International Education,
Professional Development of Teachers from Cote D’Ivoire, Amherst,
Massachusetts, 09/88--09/89.
• National Evaluation Systems, Consultation on Questions for the TASS, Amherst,
Massachusetts, 09/87--09/88.
• Education Matters, Grant writing consultation. Cambridge, Massachusetts, 1985.
LANGUAGES STUDIED
Cantonese
• University of Hong Kong, Hong Kong.
French
• University of Florida, Gainesville, Florida.
• Alliance Française, Paris, France.
Spanish
• Stanford University, Stanford, California.
• La Academia Hispanica de San Miguel D'Allende, Mexico.
PROFESSIONAL MEMBERSHIPS
• American Anthropological Association.
• American Association of Applied Linguists.
• American Educational Research Association.
• Newsletter editor (1990--1992).
• Chair of the Language and Social Processes S.I.G. (1992--1995).

• International Reading Association
• Massachusetts Association of Bilingual Education.
• Massachusetts Teachers of English to Speakers of Other Languages.
• National Reading Conference
• National Association of Bilingual Education.
• National Council of Teachers of English.
• Teaching English to Speakers of Other Languages
• Editorial Board of TESOL Quarterly (1995-1999)
FUNDING RECEIVED
• Co-Developer & Manager (with Pat Paugh, Title II, MBHE, Teacher Quality.
$270,000 (2005-2007). http://www.umass.edu/accela/teacherquality.htm
• Co-Principal Investigator (with Meg Gebhard), Title III, Leave No Child Behind,
OELA, 1,500,000 (2002-2007). http://www.umass.edu/accela/whatisaccela.htm
• Principal Investigator, Title VII Career Ladder, OBLEMA, $1,050,000 (2001-
2006). http://www.umass.edu/accela/bgs.htm
• Principal Investigator, Diversifying the Teaching Profession, State Department of
Education Eisenhower Grant, $250,000 (1997-2002).
• Collaborator (with Springfield Learning Community Collaborative, Dr. Judith
Solsken & Dr. JoAnn Wilson Keenan), Working With Teachers And Parents To
Improve Home/School Collaboration In Constructing A Multicultural Language
Arts Curriculum, a program grant from the Davis Foundation and the Federal
DOE, $300,000, 1994--1997.
• Co-Principal Investigator (with Bailey Jackson), ESL Grand-Parented Teacher
Training Grant, State Department of Education, $100,000 (1995-1996).
• Co-Principal Investigator (with Dr. Judith Solsken). The Study of Home/School
Collaboration in Constructing a Multicultural Language Arts Curriculum, a
research grant from the National Council for Teachers of English, $5000 (1991—
1992).
• Co-Principal Investigator (with Dr. Judith Solsken). Studying Family/Community
and School Literacy Connections, Faculty Research Grant, School of Education,
University of Massachusetts at Amherst, Amherst, Massachusetts, $7550 (1990 –
1991).
• Principal Investigator. Designing a Resource Module for Teacher Education on
Teaching Second Language Learners in Mainstream Classrooms, University
Faculty Growth Grant, University of Massachusetts at Amherst, Amherst,
Massachusetts, $1000, (1990—1991).
• Principal Investigator. Investigating the Development of Sociocultural
Perspectives of ESL and Bilingual Teachers, Faculty Research Grant, School of
Education, University of Massachusetts at Amherst, Amherst, Massachusetts,
$7,500 (1989-1990).
• Principal Investigator. Investigating Linguistic Routines in Second Language
Acquisition. Faculty Research Grant, School of Education, University of
Massachusetts at Amherst, Amherst, Massachusetts, $7500, 1987.
Scholarly Writing

DISSERTATION
Willett, J. (1986). An ethnographic study of children acquiring a second-language in an
academic context. Unpublished Dissertation submitted to the School of Education at
Stanford University, Palo Alto, CA.
REFERREED ARTICLES
Willett, J. & D. Correa (in preparation). Teachers’ understanding of the dialogic nature
of children’s academic writing through Systemic Functional Linguistics. To be
submitted to TESOL Quarterly.
Paugh, P., R. Harman, J. Ramirez, D. Habana-Hafner, & J. Willett (in preparation)
Critical language pedagogies, teacher education reform, and keeping focused on
advocating for learners in a “high stakes” urban public school district. To be
submitted to Equity and Excellence.
Gebhard, M. & J. Willett (2008). Social to Academic: University-school district
partnership helps teachers broaden students’ language skills. Journal of Staff
Development, 28 (1), 41-45.
Wilson-Keenan, J., Solsken, J., & Willett, J. (June, 2001) Troubling stories: Valuing
Productive tensions in Home/School/University Collaboration. Language Arts, 78
(6), 520-528.
Solsken, J. Willett, J. & Wilson-Keenan, J. (2001) Cultivating hybrid texts in
multicultural classrooms: Promise and challenge.” Research in the Teaching of
English, 35, 179-212.
Bloome, D., Katz, L., Solsken, J., Willett, J. & Wilson-Keenan, J. (2000). Interpellations
of family/community and classroom literacy practices. Journal of Educational
Research, 93(3), 158-163.
Willett, J., Solsken, J. & Wilson-Keenan, J., (1998). The (im)possibility of constructing
multicultural language practices in research and pedagogy. Linguistics and
Education, 10(2), 165-218.
Bailey, F., Hawkins, M., Irujo, S., Larsen-Freeman, D., Rintell, E., and J. Willett, (1998).
Language teacher educators’ collaborative conversations. TESOL Quarterly,
32(3), 536-546.
Willett, J. (1997). EFL Curriculum development in the 21st Century: Challenges and
Possibilities. Proceedings of the Eighth English Language Teaching Conference,
Centro Colombo Americano: Medellin, Colombia.
Willett, J. (1996). Research as gendered practice. TESOL Quarterly, 30(2), 344-347.

Willett, J. (1995). Becoming first graders in an L2: An ethnographic study of L2
socialization. TESOL Quarterly, 29(3), 473-503.
Willett, J. and M. Jeannot (1993). Resistance to Taking a Critical Stance. TESOL
Quarterly, 27(3), 477-495.
Solsken, J., J. W. Keenan, and J. Willett (1993). Interweaving Stories: Creating a
Multicultural Classroom through School/Home/University Collaboration.
Democracy and Education, Fall 1993, 16-21.
Wilson Keenan, J., Willett, J., and Solsken, J. (1993). Constructing an urban village:
School/home collaboration in a multicultural classroom. Language Arts, 70(3),
204-214.
Willett, J. (1982). New methods within an old tradition. Journal of Intercultural Studies,
3, 19-38.
Willett, J. (1980). Understanding communicative and functional methods and materials
for teaching English as a Second Language. English Day, Grantham College of
Education, Hong Kong
BOOK CHAPTERS
Gebhard, M., Willett, J., Jimenez, J.P., Piedra, A. (In press). Systemic Functional
Linguistics, Teachers’ Professional Development, and ELLs’ Academic Literacy
Practices. In T. Lucas (Ed.), Preparing all teachers to teach English language
learners. Mahwah: NJ: Erlbaum/Taylor & Francis.
Willett, J., R. Harman, M. E. Lozano, A. Hogan & J. Rubeck (2007) Transforming
standard practices to serve the social and academic learning of English language
learners. In L.S. Verplaetse & N. Migliacci (Eds.) Inclusive Pedagogy for
English Language Learners: Research Informed Practices. Mahwah, NJ:
Lawrence Erlbaum
Willett, J. & Rosenberger, C., (2005) Critical Dialogue: Interrupting the Discourses of
Home-School Connections. In C. Pease-Alvarez & S. Schecter (Eds.) Learning,
Teaching, and Community: Contributions of Situated and Participatory
Approaches to Educational Innovation. Mahwah, NJ: Lawrence Erlbaum.
Willett, J. & F. Bailey (2004). Language Teacher Education Collaborative (LTEC).
Talking and Working Together. TESOL Publications
Willett, J. & Miller, S. (2004) Transforming the discourse of teaching and learning:
Rippling waters and shifting sands. In M. Hawkins (Ed.) Sociocultural
Approaches to Language Teacher Education. Multilingual Matters Press

Gebhard, M., Austin, T., Nieto, S. and Willett, J. (2002) “You can’t step on someone
else’s words”: Preparing all teachers to teach language minority students.” In
Beykont, Z. (Ed.) The Power of Culture: Teaching Across Language Difference.
Cambridge: MA: Cambridge University Press, pp. 219-243.
Willett, J., Wilson-Keenan, J. Solsken, J., (2001) Families as curriculum partners in an
urban elementary inclusions classroom. In J. Murphy, J. & P. Byrd (Eds.),
Understanding the courses we teacher: Local perspectives on English language
instruction. Ann Arbor, MI: Michigan University Press, pp. 92-114
Wilson Keenan, J., Solsken, J., & Willett, J., (1999). Only boys can jump high:
Reconstructing gender relations in a first/second grade classroom. In B. Kamler
(Ed.) Constructing Gender and Difference: Critical Research Perspectives On
Early Childhood, Cresskill, New Jersey: 1999, 33-70.
Egan-Robertson, A. & Willett, J., (1998). Students as ethnographers, thinking and doing
ethnography: A bibliographic essay. In A. Egan-Robertson & D. Bloome (Eds.),
Students as Researchers Of Culture And Language In Their Own Communities.
Cresskill, New Jersey: Hampton Press, 1-32
Watrous, B. and J. Willett (1994). Assessing students as members of a literate culture.
In D. Bloome (Ed.), Alternative Ways of Assessing Children's Literacy.
Norwood, New Jersey: Ablex Publishing Corporation, 73-88.
Willett, J. and D. Bloome (1993). Literacy, language, school and community: A
community-centered perspective. In C. Hedley (Ed.), Whole Language and the
Bilingual Student. Norwood, New Jersey: Ablex Publishing Corporation, 35-57.
Willett, J. and M. Hawkins (1993). Using the web and the jigsaw in tandem to support
exploratory discussions. In Donald Freeman (Ed.), New Ways in Teacher
Education. Alexandria, Virginia: TESOL Publications. 195-199.
Bloome, D. and J. Willett (1991). The micropolitics of classroom interaction. In J.
Blaise (Ed.), The Politics Of Life In Schools: Power, Conflict And Cooperation.
Newbury Park, California: Sage Publications.
Willett, J. (1991). Defining tensions and managing stress in pluralistic communities.
Readings on Equal Education, Volume 11: Qualitative Investigations into Schools
and Schooling. New York, New York: AMS Press.
Willett, J. (1987). Contrasting acculturation patterns of two non-English speaking
preschoolers. In H. Trueba (Ed.), Success or Failure? Cambridge,
Massachusetts: Newbury House.
.

BOOK REVIEWS
Bloome, D. and J. Willett (1988). Becoming literate in a second language. Studies in
Second Language Acquisition, 10(3), 428-430.
Willett, J. and J. B. Willett (1991). Principles of Research for Second Language
Acquisition Studies. Applied Psycholinguistics, 11(4), 451-464.
INVITED PRESENTATIONS
Willett, J (2007). Making language visible and accessible: Challenges and possibilities.
Carnegie Teachers for a New Era Learning Network Universities, Boston
College, September 24-25, 2007.
Willett, J. (2006). Critical Dialogue: Transforming the Discourses of Educational
Reform. American Association of Applied Linguistics, Montreal, Canada, June.
Willett, J. with LLC Faculty (2006). Critical Literacy & Inquiry Approach to Preparing
Teachers to Teach English-Language Learners in Shifting & Uncertain Times.
American Education Research Association, San Francisco, CA, June.
Willett, J (2005). The ACCELA Project, Nanyang Technological University, Singapore,
June.
Willett, J. (2005). Teaching approaches to Discourse-in-Use. American Education
Research Association, Montreal, Canada, April.
Willett, J. (2005). A critical and dialogic inquiry of professional development and
institutional change, University of California Santa Cruz, February.
Willett, J. (2004). Repositioning Educators in the Discourses of School Reform. Nanyang
Technological University, Singapore, July.
Willett, J. (2004). “Reviewing Discourse-In-Use”. American Educational Research
Association, San Diego, CA, April.
Willett, J. with LLC Faculty. (2002) Doing critical literacy in hard times. Symposium
presented at the National Council of Teachers of English in Baltimore, MD,
November.
Willett, J. (2002). No zones of purity: Valuing hybridity strategically. Paper presented at
the Institute on Heritage Learners and National Language Needs. National
Foreign Language Resource Center, University of Hawaii at Manoa, June.

Willett, J. (2001). Using microanalysis to discipline interpretation in ethnographic and
qualitative studies. Paper presented at the Qualitative Discussion Series, Harvard
Graduate School of Education, December.
Willett, J. (2001) Critical Reflections on the Education for Generation 1.5 Immigrants:
Ideology, Identity and Learning. Paper presented at the American Anthropological
Association Conference, December.
Solsken, J., Wilson-Keenan, J. & Willett, J. (2001). Becoming critical about the stories
we tell. Paper presented at the National Council of Teachers of English,
Baltimore, MD, November.
Willett, J. (2001). Locating, constructing & interrogating interpretation. Paper presented
at Vanderbilt University School of Education Speaker Series, October.
Willett, J., Solsken, J. & Wilson Keenan, J. (1999). The (im)possibilities of construction
multicultural language practices. Paper presented at the annual conference on
Ethnographic and Qualitative Research in Education, June.
Willett, J. (1999). Preparing to transform the Discourse of teaching and learning: It’s a
revolution we envision. Paper presented at the International TESOL Conference,
New York City, March.
Willett, J., Bailey, F., Jeannot, M. & Zacarian, D. (1998). The discursive construction of
authority in cooperative learning. Paper presented at the 10th Annual Conference
on Ethnographic and Qualitative Research in Education, University of
Massachusetts, Amherst, Massachusetts, June.
Willett, J., Solsken, J. & Wilson Keenan, J. (1998). Constructing hybrid language
practices during family visits. Paper presented at a Symposium On
Understanding Hybrid Language Practices In Diverse Classrooms And
Communities. Social Context Division, American Educational Research
Association, San Diego, April.
Willett, J. (1997). EFL Curriculum Development in the 21st Century: Challenges and
Possibilities. Proceedings from the Eight English Language Teaching
Conference, Centro Colombo Americano, Medellin, Colombia.
Willett, J. (1997). Doing Ethnographic Research in the EFL Classroom. Presentation at
the Universidad de Caldas, Manizales, Colombia, August.
Willett, J. (1997). Whole language and Bilingual Education. Presentation at the
Corporacion Universitaria Technologica de Bolivar, Cartagena, Colombia,
August.

Willett, J. (1997). Trends in EFL research. Presentation at the Universidad de Antioquia,
Medellin, Colombia, July.
Willett, J. (1997). Constructing facilitative contexts for language learning. Keynote
address at the Sixth English Language Teaching Conference, Medellin, Colombia,
South America, August.
Willett, J. (1994). Home/School Partnerships. Paper presented at the Teacher Research
Forum, Marks Meadow School, Amherst, Massachusetts, November.
Willett, J. (1994). Student ethnographers redefining pragmatics in multicultural
communities. Paper presented at the 8th Annual International Conference on
Pragmatics and Language Learning, University of Illinois, Urbana-Champaign,
March/April.
Willett, J. (1993). The Communication Standard. Paper presented at the Department of
Classics, University of Massachusetts, Amherst, Massachusetts, November.
Willett, J. (1993). Second Language Literacies. Paper presented at the School for
International Training, Brattleboro, Vermont, April.
Wilson, J.K., J. Solsken & J. Willett (1993). Responsive Learning Environments for
Becoming Bilingual in Monolingual Classrooms. Paper presented at the
Symposium on Puerto Rican Migration and Education, University of
Massachusetts, Amherst, Massachusetts, April.
Wilson, J.K., J. Willett & S. Solsken (1993). Parents as Curriculum Partners. Paper
presented at the Hartford School District, Hartford, Connecticut, January.
Wilson, J.K., J. Solsken, J. Willett (1992). A Second Language Acquisition Perspective
on Foreign Language Teacher. Paper presented to the Five-College Faculty
Seminar for Asian Languages, University of Massachusetts, Amherst,
Massachusetts, September.
Willett, J., J. Solsken and J. Wilson-Keenan (1992). Constructing multicultural literacies.
Paper presented to the Seminar on Language and Literacy, Harvard Graduate
School of Education, Cambridge, Massachusetts, April.
Willett, J. (1991). Playing with Ideas. Keynote address at the Cote D'Ivoire Summer
Institute, Smith College, Northampton, Massachusetts, July.
Willett, J. (1990). Exploring possible worlds in a sojourner's community. Paper
presented at the Empowerment Conference, University of Massachusetts,
Amherst, Massachusetts, June.

Willett, J. (1989). Ethnographic research methods for the study of language socialization.
Paper presented to the Department of Child Study, Tufts University, Medford,
Massachusetts, October.
Willett, J and D. Bloome (1989). A community view of literacy. Paper presented to the
Bilingual Whole Language Institute, Fordham University, New York, July.
Willett, J. (1989). Ethnography and language learning and teaching. Keynote Address at
the Institute on Principles and Conditions of Language and Literacy
Development, sponsored by the Massachusetts Association of Bilingual
Education, the Massachusetts Association of Teachers of Other Languages, and
the Massachusetts Association of Foreign Language Teachers, Elms College,
Chicopee, Massachusetts, May.
Willett, J. (1989). What's new in second language acquisition theory? Paper presented to
the Holyoke Community College Faculty Seminar, Holyoke Community College,
Holyoke, Massachusetts, March.
Willett, J. (1988). Issues in Teaching English as a Second Language. Paper presented to
the Center for International Education, University of Massachusetts , Amherst,
Massachusetts, July.
Willett, J. (1988). Raising expectations for competence. Keynote address at the annual
conference of the Washington Association for Bilingual Education, Yakima,
Washington, April.
Willett, J. (1988). Pedagogical perspectives on second language learning. Paper
presented at the Five-College Faculty Seminar on Foreign Language Teaching,
Smith College, Northampton, Massachusetts, April.
Willett, J. (1987). University and school collaboration: Training ESL teachers. Paper
presented to the Western Massachusetts Association of Teachers to Speakers of
Other Languages, Holyoke, Massachusetts, May.
Willett, J. (1980). Using a Communicative Approach in Teaching ESL. Paper presented
at the Department of Foreign Languages, Jinan Gei Lam University, Guang Tsou,
China, April.
CONFERENCE PAPERS
Willett, J., M. Gebhard & T. Austin (2004). Repositioning educators and learners in the
discourses of school reform. Presented at the Conference in Critical Discourse
Analysis, Bloomington, IN, May.

Willett, J. (2004). New alliances in bilingual education: Students, teachers, universities
and communities react to the new school order. Presented at AERA Annual
Convention, San Diego, CA, April.
Willett, J. (2004). Re-defining home/school relations: using critical literacy and microanalysis
with teachers to uncover relations of class, culture and language. To be
presented at TESOL International Conference, Long Beach, CA, March.
Willett, J. (2003). Shaping identities and social relations within the discourses of school
reform. Paper presented at AAAL, Arlington, VA., March.
Gebhard, M. & J. Willett (2003) Teachers as cultural mediators: An institutional
perspective of L2 literacy development. Presented at TESOL, Baltimore, MD,
March.
Willett, J. (2001). Using intertextual analysis to understand language practices in
Inclusive ESL classrooms. Paper presented at the American Educational Research
Association (AERA) in Seattle, WA, April.
Solsken, J., Willett, J. & Wilson-Keenan, J. (2001). Issues in understanding and nurturing
hybridity as a resource for new literacies. Paper to be presented at the NCTE
Assembly for Research Midwinter Conference on New Literacies for New Times:
Bakhtinian Perspectives on Language, Literacy and Learning for the 21st
Century. University of California, Berkeley, February.
Willett, J. (2000). Children constructing new friends in a diverse community. Paper
presented at the annual conference of the American Association for Applied
Linguistics, Vancouver, Canada, March.
Willett, J., Jeannot, M., Zacarian, D. & Kelley, E. (1999). Forming and Sustaining a
University/School Partnership: Transforming Language Teacher Education.
Paper presented at the International Conference on Research and Practice in
Teacher Education: Voices from the Field, Minneapolis, Minnesota, May.
Willett, J., Jeannot, M., Zacarian, D., Bailey, F., & Hawkins, M. (1999). The discursive
construction of authority in cooperative learning. Paper presented at the annual
conference of the American Educational Research Association, Montreal,
Canada, April.
Willett, J. & N. Matos (1999). Lessons from families; Lessons for Life. A paper
presented at the annual conference of the New York State Reading Association,
Fordham University, January
Wilson-Keenan, J., J. Willett, & , J. Solsken and J. Wilson-Keenan (1998). Constructing
hybrid language practices during family visits in an elementary classroom. Paper

presented at the American Educational Research Conference, San Diego,
California, April.
Willett, J., F. Bailey, M. Hawkins, M. Jeannot, D. Zacarian (1997). Research as a
reflective tool in teacher education. A symposium presented at the annual
conference of TESOL, Orlando, Florida, March.
TECOL Collaborative (1997). Supporting novice teacher educators: An innovative
approach. Paper presented at the annual conference of the New England
Educational Research Organization, Portsmouth, New Hampshire, May.
Solsken, J., J. Willett, J. & Wilson-Keenan (1996). Linking texts, linking cultures: An
intertextual analysis of interaction and ideology in a multicultural classroom.
Paper presented at the annual American Educational Research Conference, New
York City, New York, April.
Willett, J. (1996). Creating community from difference. Paper presented at the annual
American Educational Research Conference, New York City, New York, April.
Wilson-Keenan, J., J. Solsken, and J. Willett, (1994) Constructing Multicultural Literacy
Practices Through Parent Participation: An Intertextual Analysis. Paper presented
at the annual conference of the NRC, San Diego, November.
Willett, J., F. Bailey and E. Daniels (1994) Collaborative teacher education: Making
sense of teaching and learning. Paper presented at the 28th annual conference of
Teachers of English to Speakers of Other Languages, Baltimore, Maryland,
March.
Willett, J. et al. (1994). Paradoxes inherent in a constructivist view of teacher education.
Paper presented at the 28th annual conference of Teachers of English to Speakers
of Other Languages, Baltimore, Maryland, March
Solsken, J., J.W. Keenan and J. Willett, J (1993). Reconstructing gender relations in a
first/second grade classroom. Paper presented at the annual conference of the
National Council of Teachers of English. Pittsburgh, Pennsylvania, November.
Willett, J. (1993). Constructing difference in community. Paper presented at the annual
conference of the American Educational Research Association. Atlanta, Georgia,
April.
Willett, J. (1993). Resisting taking a critical stance. Paper presented at the annual
conference of Teaching English to Speakers of Other Languages, Atlanta,
Georgia, April.
Solsken, J., J. Willett, and J. Wilson-Keenan (1992). Home/School collaboration in a
multicultural language arts curriculum. Paper presented at the research

oundtable on Opening up research on language and literacy at the annual
conference of the National Council of Teachers of English, Louisville, Kentucky,
October.
Willett, J. (1991). Across cultures and contexts: Early literacy learning in African-
American and Hispanic Communities. Invited discussant at the annual conference
of the American Educational Research Association, Chicago, Illinois, April.
Willett, J. (1990). The differential effects of various types of school texts on family and
community life in a multicultural and academic Community. Paper presented at
the annual conference of the American Education Research Association, Boston,
Massachusetts, April.
Willett, J. (1989). Becoming elite. Paper presented at the Eighty-Eighth Annual
Conference of the American Anthropology Association, Washington D.C.,
November.
Willett, J. (1989). The acculturation of mainstream children into an international
community. Paper presented at the annual conference of the American
Educational Research Association, San Francisco, California, March.
Willett, J. (1988). Socio-ecological analyses of learner strategies used by limited
English-proficient children in a mainstream first-grade classroom. Paper
presented at the annual conference of the American Educational Research
Association, New Orleans, Louisiana, April.
Willett, J. and M. Schneider (1987). Studying language in context. Paper presented at
the Twenty-First Annual International Conference of Teachers of English to
Speakers of Other Languages, Miami, Florida, April.
Willett, J. (1985). Second language acquisition in an academic context. Paper presented
at the Nineteenth Annual International Conference of the Teachers of English to
Speakers of Other Languages, New York, April.
Willett, J., M. Iida and R. Lotan (1984). Implementing communicative activities:
theoretical issues. Paper presented at the Annual State Conference of the
California Teachers of English to Speakers of Other Languages, San Jose,
California, April.
TECHNICAL REPORTS
Willett, J. (2003, 2004, 2005, 2006) “ACCELA: Access to Critical Content and English
Language Acquisition: U.S. Department of Education, Title III.

Willett, J (2002, 2003, 2004, 2005). “Able Fellows: Career Ladder Grant.” Annual to the
Office of English Language Acquisition: U. .S. Department of Education, Title
VII grant.
Willett, J., (1997, 1998, 1999, 2001, 2002). Recruiting, Retaining and Preparing a More
Diversified Teaching Force. Annual report to Massachusetts State Department of
Education, Eisenhower Grant.
Willett, J., Zacarian, D. & Kelley, E (1998). University of Massachusetts and Amherst
Regional Schools Partnership: ESL and Bilingual Teacher Preparation and
Professional Development. Report on Best Practices to the Massachusetts State
Department of Education.
Willett, J., (1997). Strengthening the Bi-National Partnership. Final Report submitted to
the Partners of the Americas. New York and Medellin, Colombia.
Solsken, J., J. Willett, J.K. Wilson (1993). Family/Community/School Literacy
Connections at the Elementary Level: The Construction of Multicultural Literacy
Practices. A final report to the National Council of Teachers of English.
Willett, J. (1989). Institutional Report for Programs Preparing Educational Personnel:
English as a Second Language Program, Volume VIII. Report submitted to the
Massachusetts Board of Education, Quincy, Massachusetts.
Willett, J. (1984). Portrait of a Scholar. Report to the Stanford-in-the-Schools Research
Project (Curriculum Panel). Graduate School of Education, Stanford University,
Stanford, California.
Willett, J. (1984). Portrait of a Science Teacher. Report to the Stanford-in-the-Schools
Research Project (Curriculum Panel), Graduate School of Education, Stanford
University, Stanford, California.
Willett, J. (1984). Life in the College-Prep Track. Report to the Stanford-in-the-Schools
Research Project (Curriculum Panel), Graduate School of Education, Stanford
University, Stanford, California.
Willett, J. (1983). A bibliographic essay on global education. Report to the Stanford-inthe-Schools
Research Project (International Education Panel), Graduate School of
Education, Stanford University, Stanford, California.
Willett, J. (1979). Teaching English as a second language in Hong Kong. Report to the
Hong Kong Government Task Force on Improving English Education, Hong
Kong.