Associate Professor of Language and Literacy
Office: Brookline Campus
B.A. 1971, Antioch College
M.Ed. 1981, Rhode Island College
Ed.D. 2003, Harvard Graduate School of Education
Jane Yedlin's work focuses on second language acquisition and literacy instruction in multilingual contexts. She is the author of several student texts and materials for teaching English to speakers of other languages.
At Wheelock, she teaches courses on working with children who are adding English to their linguistic repertoire, as well as other graduate and undergraduate reading courses. She is the developer of Wheelock's state-approved Professional Course Cluster in Teaching English Language Learners. With Dr. Tina Durand, she is the developer and instructor of PRO 212/612 Puerto Rico Cross-Cultural Inquiry, an academic course culminating in cultural immersion and service learning in Puerto Rican schools.
Yedlin is the language development consultant to Ready-to-Learn Providence (R2LP), where she teaches course and works with preschool educators, para-professionals, childcare providers, Americorps volunteers, and literacy coaches in Multi-lingual settings. She wrote the English Language Development Plans for two of R2LP's successful Early Reading First proposals.
Before coming to Wheelock, she taught in the TESOL program at Rhode Island College and worked for 15 years at Brown University's Education Alliance. At Brown, she was the Assistant Director of the New England Resource Center for Language and Culture in Education and a Program Specialist at the Northeast and Islands Regional Educational Laboratory, where she collaborated with state and district administrators on school reform initiatives and on the improvement of education for English Language Learners.
She led the development of Claiming Opportunities: A Handbook for Improving Education for English Language Learners Through Comprehensive School Reform, 2003. and the Teaching Diverse Learners website on Developing Elementary Literacy.
A fluent Spanish-speaker, Yedlin has taught ESL/EFL (English as a second or foreign language), literacy, and teacher education courses in the United States and in Latin America. She developed and directed the Teacher Diploma Program at the Instituto Anglo Americano de Idiomas in Mexico City.
Her yearlong study of teacher discourse and children's writing development in an urban first grade classroom was the basis of a 2004 article, "Teacher Talk: Enabling ELLs to 'Grab On' and Climb High" published in in the MASCD journal, Perspectives, and a chapter, "Pedagogical Thinking and Teacher Talk in a First Grade ELL Classroom" in Inclusive pedagogy: Research informed practices for linguistically diverse students, (2007) Verplaetse & Migliacci (Eds.) Erlbaum.
A second article she co-authored, "Successful Schooling for ELLs: Principles for Building Responsive Learning Environments", appears in the same volume. Her research and professional interests include: the use of children's picture books to scaffold language and literacy development, dual language development in preschool, classroom discourse, and ways to support the linguistic, cross-cultural and pedagogical learning of pre-service and in-service teachers.