Nancy Lemberger, formerly a Spanish/English bilingual elementary teacher from California, is an Associate Professor at Long Island University. She has taught a variety of bilingual education, English as a second language and elementary education, literacy courses at mostly at the graduate level. Her doctorate, from Teachers College Columbia University, is in the area of Curriculum and Teaching and Bilingual Education. Her dissertation, Bilingual Education: Teachers' Voices, was awarded Outstanding Dissertation of 1992 by the National Association of Bilingual Education. She coordinated a federal grant to help mainstream secondary teachers better address the needs of English Language Learners in their classes.
Her research interests show her commitment to bilingual education, bilingual teachers, and to English Language Learners. Her widely used book, Bilingual Education: Teachers' Narratives (Mahwah, NJ: Lawrence Erlbaum Associates, 1997), documents eight bilingual teachers' experiences in different programs, regions and languages. Her other publications (see below) focus on a variety of bilingual teaching and certification issues.
Lemberger, N. & Vinogradova, O. (2002). Russian bilingual science learning: Perspectives from secondary students. In the Special Issue: Communication, Constructivism, and Transfer of Knowledge in the Education of Bilingual Learners. International Journal of Bilingual Education and Bilingualism. 5 (1) 58-71.
Olivares, R. & Lemberger, N. (2002). Identifying and applying a communicative and constructivist model to transfer knowledge. In the Special Issue: Communication, Constructivism, and Transfer of Knowledge in the Education of Bilingual Learners. International Journal of Bilingual Education and Bilingualism. 5 (1) 72-83.
Lemberger, N. (2001). What do the New York State teacher certification exams really measure? Implications for preparing bilingual and English as second language teachers. New York State Association for Supervision and Curriculum Development: Impact on instructional improvement. 30 (1). pp. 53-60. Special issue on English Language Learners.
Lemberger, N. & Vinogradova, O., (1998). Teaching and Learning Science in Two Languages: Perspectives from a Russian Bilingual Secondary Science Teacher and her Students. New York State Association for Bilingual Education Journal 13 21-43.
Lemberger, N. (1998). Book review: Latina and latino voices in literature for children and teenagers. NABE News 21 (5) pp. 19,20, 26.
Lemberger, N. (1997). Bilingual Education: Teachers' Narratives. Mahwah, NJ: Lawrence Erlbaum Associates.
Lemberger, N. (1996). Factors affecting language development from the perspectives of four bilingual teachers. Journal of Educational Issues of Language Minority Students. 18 17-34. (also reprinted in) Inez Heath and Cheryl Serrano (Eds.), Annual Editions: Teaching English as a Second Language 98/99 & 99/00. Guilford, CT: Dushkin/McGraw Hill.
Lemberger, N. & Segan, F. (1994). Project Unity: Collaboration among bilingual, general and special education staffs. NABE News 17 (7) pp. 15,16, 22.
Segan, F. & Lemberger, N. (1994). Collaborative models for staffs working with LEP students in general and special education programs. The Forum 19 (4) pp. 7-8.
Lemberger, N. (1993). Title VII Fellows' Open Forum. Proceedings: Third National Research Symposium on Limited English Proficient Students' Issues. Washington D.C.: National Clearinghouse for Bilingual Education.
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