Nomellini & Olivier Professor of Education
2015-present: Nomellini & Olivier Professor of Education, Stanford University Graduate School of Education
2008-2015: Chair, Curriculum & Teacher Education (CTE), Stanford University Graduate School of Education
2007-present: Professor, Stanford University Graduate School of Education
2005-2008: Executive Director, Center for Language Minority Education and Research, College of Education, California State University, Long Beach
2001-2007: Associate Dean, College of Education, California State University, Long Beach
1998-2005: Professor, Department of Teacher Education, California State University, Long Beach (Associate Prof., 1994-1998)
1996-2006: Research Psychologist, Department of Psychiatry and Biobehavioral Sciences, UCLA (Assistant Res. Psych, 1988-92; Associate Res. Psych, 1992-96)
1985-88: 1st-grade teacher, Lennox School District, Lennox, CA
1977-79: 7th- and 8th-grade reading and history teacher, Edgewood Independent School District, San Antonio, TX
Durgunoglu, A. & Goldenberg, C. (Eds.) (2011). Language and literacy development in bilingual settings. New York: Guilford.
Goldenberg, C. & Coleman, R. (2010). Promoting academic achievement among English Learners: A guide to the research. Thousand Oaks, CA: Corwin.
Goldenberg, C. (2004). Successful school change: Creating settings to improve teaching and learning. New York: Teachers College Press.
ARTICLES & CHAPTERS
Goldenberg, C. (July 14, 2015). Congress: Bilingualism Is Not a Handicap. Education Week Commentary.
Cha, K. & Goldenberg, C. (in press). The complex relationship between bilingual home language input and kindergarten children's Spanish and English oral proficiencies. Journal of Education Psychology.
Goldenberg, C., & Romeo, K. (in press). ESL vs. EFL learners: The benefits of combining language acquisition and explicit instruction approaches. In Wong, L. & Dubey-Jhaveri, A. (Eds.). English language education in a global world: Practices, issues, and challenges. Hauppauge, NY: Nova Science Publishers.
Goldenberg, C. (2015). How might existing language progressions help or hinder ELLs/emergent bilinguals in meeting the demands of the Common Core State Standards? What are some critiques of the ideology and use of language progressions? In G. Valdes, K. Menken, & M. Castro (Eds.), Common Core and ELLs/emergent bilinguals: A guide for all educators. Philadelphia: Caslon.
Goldenberg, C. (2015). What do we know about second language acquisition in instructed settings? In G. Valdes, K. Menken, & M. Castro (Eds.), Common Core and ELLs/emergent bilinguals: A guide for all educators. Philadelphia: Caslon.
Goldenberg, C. Tolar, T., Reese, L., Francis, D., Ray, A., & Mejia-Arauz, R. (2014). How important is teaching phonemic awareness to children learning to read in Spanish? American Educational Research Journal, 51, 604-633.
Goldenberg, C. (2013). Unlocking the research on English Learners: What we know—and don’t yet know—about effective instruction. American Educator, 37 (2), 4-11, 38
Saunders, W., Goldenberg, C., & Marcelletti, D. (2013). Guidelines for English language development instruction. American Educator, 37 (2), 13-25, 38-39.
Goldenberg, C., Nemeth, K., Hicks, J., Zepeda, M., & Cardona, L. (2013). Program elements and teaching practices to support young Dual Language Learners (pp. 90-118). Sacramento, CA: Governor's State Advisory Council on Early Learning and Care & California Dept. of Education. (Available at http://www.cde.ca.gov/sp/cd/ce/documents/dllresearchpapers.pdf)
Coleman, R. & Goldenberg, C. (2012, February). The Common Core challenge: English Language Learners. Principal Leadership, 46-51.
Goldenberg, C. & Rutherford-Quach, S. (2012). The Arizona home language survey: The under-identification of students for English language services. Language Policy, 11, 21-30.
Stokes-Guinan, K. & Goldenberg, C. (2010-11). Use with caution: What CELDT results can and cannot tell us. The CATESOL Journal, 22, 189-202.
On Sabbatical 2015-16.
• 2011-15 Institute of Education Sciences ("Reclassifying and Not Reclassifying English Learners as Fluent English Proficient: Access and Achievement," P. Estrada, Principal Investigator, C. Goldenberg and P. Shields, Co-Principal Investigators)
• 2013-17 Save the Children ("Literacy Boost in Rwanda: Research Design, Monitoring, and Evaluation," C. Goldenberg, Principal Investigator)
• 2014-15 Incentive Fund for Projects in San Francisco Unified School District, Stanford University Graduate School of Education (“Measuring implementation and quality of EL programs,” C. Goldenberg and S. Reardon, Co-Principal Investigators)
• 2015-18 National Science Foundation (“Refining a Model with Tools to Develop Math Professional Development Leaders: An Implementation Study,” H. Borko & J. Carlson, Principal Investigators; C. Goldenberg, Senior Researcher)