|Title||Associate Professor of Education|
|Division||Social Sciences Division|
|Web Site||George C. Bunch|
|Office||McHenry Library, Rm 3144|
|Office Hours||By appointment|
|Campus Mail Stop||Education Department|
|UCSC Education Dept.|
Santa Cruz, CA
My research focuses on language and literacy challenges and opportunities for language minority students in K-12 and higher education, and on policies and practices designed to serve such students. I am also active in efforts to prepare teachers for working with English Learners.
I recently served on the English Learner Advisory Panel for the California Commission on Teacher Credentialing, and I am a founding partner of the Understanding Language Initiative (ell.stanford.edu), formed to heighten awareness of the role of language for English learners as new common core standards are implemented throughout the United States.
Prior to my research and teacher education career, I taught high school ESL, social studies, and Spanish in Maryland and Washington, DC.
Areas of interest: Education of language minority students in US schools; language and literacy for academic purposes; language policies and practices in community colleges; preparation of K-12 teachers for linguistic diversity; second language acquisition; bilingualism.
Biography, Education and Training
PhD, Education (Educational Linguistics), Stanford University, 2004
MA, Teaching English to Speakers of Other Languages (TESOL) and Bilingual Education, University of Maryland Baltimore County, 1996
BA, American Studies and English, Georgetown University (Magna Cum Laude), 1989
Honors, Awards and Grants
2010-2011 National Academy of Education/Spencer Postdoctoral Fellowship.
2010-2011 Special Research Grant, Academic Senate Committee on Research: “Generation 1.5 students in community college: Language demands, students’ voices, and academic progress” ($8,000). With Eduardo Mosqueda.
2007-2010 William and Flora Hewlett Foundation, “Language minority students and California’s community colleges: Testing, placement, and academic pathways” ($435,000).
2006-2007 Spencer Foundation, “Language demands of science performance assessments” ($40,000). With Jerome Shaw.
2006-2007 Special Research Grant, Academic Senate Committee on Research, University of California, Santa Cruz: “Language demands of high school science assessments for English learners” ($10,000). With Jerome Shaw.
2005-2006 UC Linguistic Minority Research Institute (UC/LMRI), Faculty Research Grant: “Development of presentational language in linguistically diverse mainstream classrooms” ($20,000).
2005-2006 UC All Campus Consortium on Research for Diversity (UC/ACCORD), Faculty Research Seed Grant: “English learners, language policy, and transitions to higher education” ($10,000).
2003-2004 Spencer Foundation Dissertation Fellowship for Research Related to Education.
2003-2004 Dissertation Grant, American Educational Research Association (AERA)/ Institute of Education Sciences (IES).
- Bunch, G. C., & Kibler, A. K. (2015). Integrating language, literacy, and academic development: Alternatives to traditional English as a second language and remedial English for language minority students in community colleges. Community College Journal of Research and Practice, 39(1), 20-33.
- Bunch, G. C., Aguirre, J. M., & Tellez, K. (2015). Integrating a focus on academic language, English learners, and mathematics: Teacher candidates’ responses on the performance assessment for California Teachers (PACT). The New Educator, 11(1), 79-103.
- Kibler, A. K., Walqui, A., & Bunch, G. C. (2015). Transformational opportunities: Language and literacy instruction for English language learners in the Common Core era in the United States. TESOL Journal, 6(1), 9-35.
- Bunch, G. C., Walqui, A., & Pearson, D. P. (2014). Complex text and new common standards in the United States: Pedagogical implications for English learners. TESOL Quarterly, 48(3), 533-559.
- Bunch, G. C. (2014). The language of ideas and the language of display: Reconceptualizing “academic language” in linguistically diverse classrooms. International Multilingual Research Journal, 8, 70-86.
- Bunch, G. C. (2013). Pedagogical language knowledge: Preparing mainstream teachers for English Learners in the new standards era. Review of Research in Education 37, 298-341.
- Bunch, G. C. & Willett, K. (2013). Writing to mean in middle school: Understanding how second language writers negotiate textually-rich content-area instruction. Journal of Second Language Writing 22, 141-160.
- Bunch, G., Kibler, A., & Pimentel, S. (2012, January). Realizing opportunities for English learners in the Common Core English Language Arts and Disciplinary Literacy Standards. Paper presented at the Understanding Language Conference, Stanford, CA.
- Bunch, G. C., & Endris, A. (2012) Navigating “open access” community colleges: Matriculation policies and practices for U.S.-educated language minority students. In Kanno, Y. & Harklau, L. (Eds.). Linguistic minority immigrants go to college: Preparation, access, and persistence. New York, NY: Routledge.
- Kibler, A. K., Bunch, G. C., & Endris, A. K. (2011). Community college practices for US-educated language minority students: A resource-oriented framework. Bilingual Research Journal.
- Bunch, Endris, Panayotova, Romero, & Llosa (2011). Mapping the Terrain: Language Testing and Placement for US-Educated Language Minority Students in California's Community Colleges. Report prepared for the William and Flora Hewlett Foundation.
- Bunch, G.C. (2010). Preparing mainstream secondary content-area teachers to facilitate English Language Learners’ development of academic language. In Faltis, C. and Valdés, G. (Eds.) Education, immigrant students, refugee students, and English learners. Yearbook of the National Society for the Study of Education (NSSE), Volume 109, Issue 2, pp 351-383, New York: Columbia University.
- Bunch, G.C., Shaw, J.M., and Geaney, E.R. (2010). Documenting the language demands of mainstream content-area assessment for English learners: Participant structures, communicative modes, and genre in science performance assessments. Language and Education 24 (3), 185-214.
- Bunch, G.C. (2009). “Going up there”: Challenges and opportunities for language minority students during a mainstream classroom speech event. Linguistics and Education 20, pp. 81-108.
- Shaw, J. M., Bunch, G. C., & Geaney, E. R. (2010). Analyzing language demands facing English learners on science performance assessments: The SALD framework. Journal of Research in Science Teaching 47(8), 909-928.
- Bunch, G. C., & Panayotova, D. (2008). Latinos, language minority students, and the construction of ESL: Language testing and placement from high school to community college. Journal of Hispanic Higher Education 7 (1), 6-30.
- Bunch, G. C. (2008). Language minority students and California community colleges: Current issues and future directions. C4 Policy Research Journal 1.
- Bunch, G. C. (2006). “Academic English” in the 7th grade: Broadening the lens, expanding access. Journal of English for Academic Purposes 5, pp. 284-301.
- Valdés, G., Bunch, G. C., Snow, C., and Lee, C. (2005). Enhancing the development of students’ language(s). In Darling-Hammond, L., Bransford, J., LePage, P., Hammerness, K., & Duffy, H. (Eds.) Preparing teachers for a changing world: What teachers should learn and be able to do (pp. 126-168). San Francisco: Jossey-Bass.
Educ 141 Bilingualism and Schooling
Educ 128 Immigrants and Education
Educ 204 Methods of English Language Development for Secondary Teachers
Educ 273 Language Acquisition, Bilingualism, and Education
Educ 276 Theory and Practice of Writing
Educ 280 Academic Language