Leonard Baca is professor emeritus of education and director of the BUENO Center for Multicultural Education. The BUENO Center has been in operation for 30 years and has generated nearly $55 million of external funding. Bueno projects involve teacher training as well as research and community outreach in the areas of bilingual and multicultural education. More detailed information on the center is available at http://buenocenter.org.
Dr. Baca is a member of several professional organizations including the National Association of Bilingual Education, Teachers of English as a Second Language, the Council for Exceptional Children, the National Association for Multicultural Education and the American Educational Research Association. He serves on the editorial boards of several journals including the Bilingual Research Journal, Multicultural Perspectives, and Remedial and Special Education.
EdD Special Education, University of Northern Colorado, 1974
MA Special Education, University of New Mexico, 1970
MA Religious Education, Conception Seminary, 1963
BA Philosophy, Conception Seminary, 1961
BA Theology, Catholic University, 1965
My research has been in two main areas: bilingual teacher education and bilingual special education. I have just completed a five-year longitudinal study on bilingual teacher training for the Center for Research on Education, Diversity, and Excellence (CREDE) at the University of California at Santa Cruz. This study included a large national survey and 10 in-depth case studies in states with large numbers of English language learners. A book manuscript for this project is under preparation.
Over the past several years I have done research on bilingual special education in terms of program models and best practices. Most of this work has gone into a text, The Bilingual Special Education Interface, which is now in the fourth edition.
I am currently the co-principal investigator for a research grant from the U.S. Department of Education to study the Spanish version of the Colorado Student Assessment Program (CSAP) test. This is a two-year study of six classrooms, which will yield information that will inform policy on the use of this test with bilingual students in Colorado.
My teaching interests are in both bilingual and special education as well as in the merger of these two fields known as bilingual special education. My goal is to share the latest research and best practices for working with English language learners with or without disabilities.
EDUC 5425: Introduction to Bilingual/Multicultural Education
This course provides a comprehensive survey of bilingual-multicultural education programs for language minority students. It includes an overview of the history and legislation related to bilingual education. It also presents various models, philosophies, and theoretical underpinnings of bilingual education. In addition it discusses strategies and important considerations for teaching the English language learner with disabilities.
EDUC 5605: Research Issues in Bilingual Education
This course familiarizes students with the fundamentals of disciplined inquiry including both quantitative and qualitative cultures of inquiry or research traditions. It strives to promote the scholar-practitioner model. Thus students are prepared to be better consumers of research and are prepared to conduct action research projects in their own classrooms. Studies in the field of bilingual and multicultural education are reviewed and critiqued.
EDUC 7105: Issues and Consultation in Bilingual Special Education
This course covers the fundamental issues of assessment and instruction in bilingual special education and describes effective consultation practices between the special education teacher and other educational personnel. The course utilizes cooperative learning teams to develop program and curriculum models for identifying and instructing bilingual students with disabilities.