Karla del Rosal

Biography

Karla del Rosal is a doctoral candidate and a student Ambassador in the Educational Equity and Cultural Diversity program. She also has the honor of being a Miramontes Scholar. Her main research interest is the education of emergent bilingual students in science and mathematics EC to 12 classrooms. More specifically, Karla is interested in academic language and literacy development of emergent bilinguals and in teacher education and professional development for teachers of this growing student population. 

During her doctoral program, Karla participated in the Formative Assessment Practices for English Language Learners project, lead by Dr. Guillermo Solano-Flores; and in the Developing Measures of Formative Assessment Practices project, lead by Dr. Araceli Ruiz-Primo. In her dissertation work, she is currently investigating the use of informal formative assessment to develop emergent bilinguals’ science academic language in elementary and middle school classrooms.

Karla co-taught the Elementary Science Methods undergraduate course and taught the Literacy for Diverse Learners Master’s course. In both courses, she guided students in constructing and appropriating a conceptual framework on issues of language and culture within different academic disciplines. Using this framework, teachers are able to make pedagogical decisions that address the social, academic, linguistic, and cultural needs of emergent bilinguals in content classrooms.

In terms of community service, Karla worked as an assistant in the Equity Assistance Center of the BUENO Center. While working there, she had the opportunity to design and offer professional development sessions on culturally responsive teaching for teachers in public schools in Colorado and Utah. Karla also designed and offered presentations for immigrant parents of Hispanic background with the purpose of guiding them in the process of supporting their children in the U.S. educational system.

Research

During her doctoral program, Karla participated in the Formative Assessment Practices for English Language Learners project, lead by Dr. Guillermo Solano-Flores; and in the Developing Measures of Formative Assessment Practices project, lead by Dr. Araceli Ruiz-Primo. In her dissertation work, she is currently investigating the use of informal formative assessment to develop emergent bilinguals’ science academic language in elementary and middle school classrooms.

Teaching

Karla co-taught the Elementary Science Methods undergraduate course and taught the Literacy for Diverse Learners Master’s course. In both courses, she guided students in constructing and appropriating a conceptual framework on issues of language and culture within different academic disciplines. Using this framework, teachers are able to make pedagogical decisions that address the social, academic, linguistic, and cultural needs of emergent bilinguals in content classrooms.

Service & Outreach

Karla worked as an assistant in the Equity Assistance Center of the BUENO Center. While working there, she had the opportunity to design and offer professional development sessions on culturally responsive teaching for teachers in public schools in Colorado and Utah. Karla also designed and offered presentations for immigrant parents of Hispanic background with the purpose of guiding them in the process of supporting their children in the U.S. educational system.