Date Updated

8-3-2024

Department

Child & Adolescent Development

Academic Rank

Professor Emerita

Year Retired from SJSU

2010

Facebook or Website URL

Personal Website: https://www.lindholm-leary.com/

Educational Background

University of California, Los Angeles ,Psychology, Ph.D. 1981

University of California, Los Angeles, Psychology, M.A. 1977

University of California, Santa Barbara, Psychology, B.A, 1976

Teaching Experience

San Jose State University. Professor Emerita of Child Development, College of Education. Teach various courses in child development, involvement in committee work. 2011-

San José State University. Professor of Child Development, School of Education. Teach various courses in child development, involvement in committee work, student advisement, and research activities. 1996 - 2010.

Loyola Marymount University. Academic Faculty Scholar, Center for Equity and Excellence in English Learner Education and Research, 2007.

Stanford University. Visiting Scholar, School of Education, 1996.

San José State University. Associate Professor of Child Development, School of Education, Teach various courses in child development, involvement in committee work, student advisement, and research activities. 1991 - 1996.

Stanford University. Research Associate, Center for the Study of Families, Children and Youth, Participation in Center's research, collaborative discussions, and research seminars. 1988 - 1994.

San José State University. Assistant Professor of Child Development, School of Education, Teach various courses in child development, involvement in committee work, student advisement, and research activities. 1988 - 1991.

See attached CV for experience prior to 1988.

Selected Publications

Books

  • Howard, E. R., Lindholm-Leary, K. J., & Rogers, D., Olague, N., Medina, J., Kennedy, B., Sugarman, J., & Christian, D. (2018). Guiding Principles for Dual Language Education (3rd ed.). Washington, DC: Center for Applied Linguistics.
  • Fred Genesee, Kathryn J. Lindholm-Leary, W. Saunders and D Christian. (2006). Educating English Language Learners. NY: Cambridge University Press.
  • Kathryn J. Lindholm-Leary. (2001). Dual Language Education. Avon, England. Multilingual Matters
  • Donna Christian, Christopher L. Montone, Kathryn J. Lindholm and Isolda Carranza. (1997). Profiles in Two-Way Immersion Education. Language in Education: Theory and Practice 89.. ERIC Clearinghouse on Languages and Linguistics, Washington, DC.; Delta Systems Inc., McHenry, IL.; Center for Applied Linguistics, Washington, DC. pp. 1 - 135. ERIC Document ED 407858 https://eric.ed.gov/?id=ED407858
  • Kathryn J. Lindholm, G Marin and R E Lopez (1982). Proposal Writing Strategies. Los Angeles: University of California

Book Chapters

  • Kathryn J. Lindholm-Leary. (2016). "Bilingual and biliteracy skills in young Spanish-speaking low-SES children: Impact of instructional language and primary language proficiency" In T.M. Hickey & A.M. Truscott de Mejia (Eds.) Immersion Education in the Early Years . Abingdon: Routledge.
  • Kathryn J. Lindholm-Leary. (2016). "Bilingualism and academic achievement in children in dual language programs" Washington DC In E. Nicoladis & S. Montanari (Eds.) Bilingualism across the lifespan: Factors moderating language proficiency. Washington, D.C.: APA Books, pp. 203 - 223
  • Fred Genesee and Kathryn J. Lindholm-Leary. (2011). The Education of English Learners. In K. Harris, S. Graham & T. Urban (Eds.) APA Educational Psychology Handbook. Washington DC Vol. III https://www.apa.org/pubs/books/4311503
  • K. Lindholm-Leary. (2011). Student Outcomes in Chinese Two-Way Immersion Programs: Language Proficiency, Academic Achievement and Student Attitudes. In Tedick, Diane J., Christian, Donna and Fortune, Tara Williams. Immersion Education: Practices, Policies, Possibilities, Bristol, Blue Ridge Summit: Multilingual Matters. https://doi.org/10.21832/9781847694041-008
  • Kathryn J. Lindholm-Leary and F Genesee. (2010). Alternative Educational Programs for English Learners. In Improving Education for English Learners: Research-Based Approaches. . Sacramento. California Department of Education.
  • Fred Genesee and Kathryn J. Lindholm-Leary. (2010) "Dual language education in Canada and the USA" In Jim Cummins & Nancy Hornberger (Ed.) Encyclopedia of Language and Education: Bilingual Education, Vol. 5: Bilingual Education. New York, NY: Springer. 2nd ed., pp. 1696-1706. https://link.springer.com/book/9789048193127
  • Kathryn J. Lindholm-Leary and E Howard. (2008). Language Development and Academic Achievement in Two-Way Immersion Programs. In T. Fortune & D. Tedick (Eds.) Pathways to Multilingualism: Evolving perspectives on immersion education. Avon, England. Multilingual Matters. https://carla.umn.edu/immersion/pathways.html
  • Lindholm-Leary, K.J. & Borsato, G. (2006). Academic Achievement. In Fred Genesee, Kathryn J. Lindholm-Leary, W Saunders and D Christian. (Eds.) Educating English Language Learners, pp. 157-179. New York: Cambridge University Press.
  • K. J. Lindholm-Leary & R Molina. (2006). "The power of two-way bilingual immersion programs in promoting educational success in Latino communities" In Soto, Lourdes Diaz (Ed.) Praeger handbook of Latino education in the U.S. Westport, CT: Praeger. https://searchworks.stanford.edu/view/6729149
  • Kathryn J. Lindholm-Leary. (2006). "What are the most effective kinds of programs for English language learners?" In E. Hamayan & R. Freeman (Eds.) English language learners at school: A guide for Administrators (pp. 64 - 85). Philadelphia: Caslon Publishing.
  • Kathryn J. Lindholm-Leary and A Ferrante. (2005). "Follow-up study of middle school two-way students: Language proficiency, achievement and attitudes." In R. Hoosain & F. Salili (Eds.) Language in multicultural education (pp. 157 - 179) Greenwich, CT: Information Age Publishing.
  • Lindholm, K. J., & Molina, R. (2000). Two-way bilingual education: The power of two languages in promoting educational success. In J. V. Tinajero & R. A. DeVillar (Eds.), The power of two languages 2000: Effective dual- language use across the curriculum. New York: McGraw Hill, pp. 163-174.
  • Kathryn J. Lindholm and R. Molina. (1998). "Learning in dual language education classrooms in the U.S.: Implementation and evaluation outcomes" In J. Arnau & J.M. Artigal (Eds.) Immersion programmes: a European perspective. Barcelona, Spain: University de Barcelona.
  • Kathryn J. Lindholm. (1997) "Two-way bilingual education programs in the United States" In J. Cummins & D. Corson (Eds.) Encyclopedia of Language and Education: Vol. 5 Bilingual Education. The Netherlands: Kluwer Academic Publishers.
  • A M Padilla and Kathryn J. Lindholm. (1995). "Quantitative educational research with ethnic minorities" In J.A. Banks & C.A. Banks (Eds.) Handbook of research on multicultural education. NY: MacMillan, pp. 97-113.
  • D. Dolson and Kathryn J. Lindholm. (1995). "World class education for children in California: A comparison of the bilingual immersion and European Schools models" In T. Skutnabb-Kangas (Ed.) Multilingualism for All. The Netherlands: Swets & Zeitlinger Publishers.
  • Kathryn J. Lindholm. (1994). "Promoting positive cross-cultural attitudes and perceived competence in culturally and linguistically diverse classrooms" In R.A. DeVillar, C.J. Faltis and J.P. Cummins (Eds.) Cultural Diversity in Schools: From Rhetoric to Practice. Albany, NY: State University of New York Press.
  • Kathryn J. Lindholm (1992). "Two-way bilingual/immersion education: Theory, conceptual issues, and pedagogical implications" In R.V. Padilla & A.V. Benavides (Eds.) Critical perspectives on bilingual education research. Tucson, AZ: Bilingual Review Press.
  • Kathryn J. Lindholm. (1990). "Bilingual immersion education: Educational equity for language-minority students" In A. Barona and E. Garcia (Eds.) Children at Risk : Poverty Minority Status and Other Issues in Educational Equity. Washington, D.C.: National Association of School Psychologists.
  • Kathryn J. Lindholm. (1990). "Bilingual immersion education: Criteria for program development" In A.M Padilla, H.H. Fairchild & C.Valadez (Eds.) Bilingual Education: Issues and Strategies. Beverly Hills, CA: Sage Publications.
  • Kathryn J. Lindholm and H. H. Fairchild. (1990). "First year evaluation of an elementary school bilingual immersion program" In A.M Padilla, H.H. Fairchild & C.Valadez (Eds.) Bilingual Education: Issues and Strategies. Beverly Hills, CA: Sage Publications.
  • Kathryn J. Lindholm and A M Padilla. (1990). "The Mount Miguel high school partial immersion program" In A.M Padilla, H.H. Fairchild & C.Valadez (Eds.) Foreign Language Education: Issues and Strategies. Beverly Hills, CA: Sage Publications. https://www.researchgate.net/publication/296704143_The_Mount_Miguel_High_School_Partial_Immersion_Program
  • Kathryn J. Lindholm. (1986). "El desarrollo de la comunicación del español en niños bilingües en español e inglés: La influencia de la comunicación de los padres" In J.M Meisel (Ed.) Adquisición del lenguaje - Aquisicao da linguagem. Frankfurt: Ediciones Klaus-Dieter Vervuert, pp. 68-81.
  • Kathryn J. Lindholm and Amado M Padilla. (1984). "Child bilingualism: The same old issues revisited" In J.L. Martinez, Jr., & R. H. Mendoza (Eds.) Chicano Psychology, 2nd ed. NY: Academic Press. [Note: Reprinted in K.P. Monteiro (Ed.) (1985). Ethnicity and psychology: African-, Asian-, Latino-, and Native-American Psychologies. IA: Kendall/Hunt Publishing Company.]
  • Lindholm, K. J., & Padilla, A. M. (1981). Socialization via communication: Language interaction patterns used by Hispanic mothers and children in mastery skill communication. In R. Duran (Ed.), Latino language and communicative behavior (Vol. 6 of the Discourse Processes series edited by Roy 0. Freedle).. Norwood, NJ: Ablex Publishing Co., pp. 271-293.
  • Kathryn J. Lindholm (1980). "Bilingual children: Some interpretations of cognitive and linguistic development" In K. Nelson (Ed.) Children's Language Vol. II. New York: Gardner Press.
  • A M Padilla and Kathryn J. Lindholm. (1976). "Acquisition of bilingualism: An analysis of the linguistic structures of Spanish/English speaking children" In G.D. Keller, R.V. Teschner & S. Viera (Eds.) Bilingualism in the Bicentennial and Beyond. Jamaica, New York: Bilingual Press/Editorial Bilingüe.

Articles

See attached CV for other publications, presentations

Personal Commentary

Kathryn Lindholm-Leary is professor emerita of Child and Adolescent Development at San Jose State University, where she has taught for 25 years. At San Jose State, Dr. Lindholm-Leary received a Teacher-Scholar award, was a finalist for the President's Scholar award, and was a San Jose State nominee for the prestigious Wang Family Excellence award. Dr. Lindholm-Leary has worked with dual language education programs for the past 30 years and during that time has evaluated over 50 programs and helped to establish programs in over 75 school districts in 12 states. Dr. Lindholm-Leary regularly consults with various state departments of education, the US Department of Education, and other professional organizations and community agencies. Dr. Lindholm-Leary has presented her findings on dual language education programs at many local, state, national and international meetings. Her findings appear in newspapers, professional newsletters, professional journal articles, and book chapters. She has authored or co-authored three books and many chapters and articles in child bilingualism, dual language education, and family engagement.

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Lindholm-Leary, Kathryn J.

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