Language For Learning
Investigating differences in language development and their association to comprehension, communication, and school achievement
We view monolingual and bi/multilingual language proficiencies as learned practices influenced by each individual's history of participation in specific socio-cultural discourses.
Research
The Language for Learning Research Team at the Harvard Graduate School of Education is engaged in exploring child and adolescent language development in a series of research projects that explore language for reading, writing, speaking, thinking and learning.
News
Languages for Relating: Piloting an Innovative Learning Framework in Multilingual Classrooms
The L4R Project is a Spencer-funded research study motivated by the urgent need to transform how languages are understood and used for learning in multilingual classrooms to achieve equity and excellence for all. L4R is an innovative, theoretically rooted...
Bridging Sciences: An Integrated Approach to Supporting Student Literacy Development
https://casel.org/student-literacy_white-paper/ Pearson, P. D., Salinger, T., Lee, C. D., Uccelli, P., Alexander, P., Vogt, M., Immordino-Yang, M., et al. (2024). Collaborative for Academic, Social, and Emotional Learning (CASEL).
Publications
Working Paper
Uccelli, V. , P. & Boix Mansilla. (n.d.). Pedagogies of Voices. Radcliffe-funded Accelerator Workshop. Harvard University.
Uccelli, V. , P. & Boix Mansilla. (n.d.). Pedagogies of Voices. Radcliffe-funded Accelerator Workshop. Harvard University.
2024
Pearson, P., Salinger, T., Lee, C., Uccelli, P., Alexander, P., Vogt, M., Immordino-Yang, M., Osher, D., Jagers, R., Fenwick, L., & Steele, L. (2024). Bridging Sciences: An Integrated Approach to Supporting Student Literacy Development. Collaborative for Academic, Social, and Emotional Learning.
Pearson, P., Salinger, T., Lee, C., Uccelli, P., Alexander, P., Vogt, M., Immordino-Yang, M., Osher, D., Jagers, R., Fenwick, L., & Steele, L. (2024). Bridging Sciences: An Integrated Approach to Supporting Student Literacy Development. Collaborative for Academic, Social, and Emotional Learning.
2016
Uccelli, P., & Rowe, M. (2016). Semantic development: Learning the Meanings of Words. In J. Berko-Gleason & N. B. Ratner (Eds.), The development of language. Boston, MA: Allyn and Bacon/Merrill.
Uccelli, P., & Rowe, M. (2016). Semantic development: Learning the Meanings of Words. In J. Berko-Gleason & N. B. Ratner (Eds.), The development of language. Boston, MA: Allyn and Bacon/Merrill.
2023
Meneses, A., Uccelli, P., & Valeri, L. (2023). Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk. Linguistics and Education, 73(101145).
Meneses, A., Uccelli, P., & Valeri, L. (2023). Teacher Talk and Literacy Gains in Chilean Elementary Students: Teacher Participation, Lexical Diversity, and Instructional Non-present Talk. Linguistics and Education, 73(101145).
Uccelli, P. (2023). The language demands of analytical reading and writing at school. Written Communication, 40(2).
Uccelli, P. (2023). The language demands of analytical reading and writing at school. Written Communication, 40(2).
Resources
People
Paola Uccelli
Paola Uccelli is Professor of Education at the Harvard Graduate School of Education and the convener of the Language for Learning Research Team. With a background in linguistics, she studies socio-cultural and individual differences in students' language and literacy development throughout the school years.
