Alison Louise Bailey

Professor

Alison L. Bailey is a developmental psycholinguist. Her expertise includes developing language learning progressions with multilingual and English as a new language learner, and supporting teachers’ academic language pedagogy and assessment practices. She is currently PI of the two U.S. Department of Education funded ExcEL Peer Network projects focused on teacher professional learning with English learners, and Co-PI of NSF and W.T. Grant Foundation Grants. She is a member of the NAEP Reading Standing Committee, Co-Chair of the NCME Classroom Assessment Task Force, and several state and other assessment technical advisory committees.

Departments

Department of Education

Programs

Academic Advising Specializations

Expertise

Research Centers

UCLA Language and Literacy Research Group

Titles and Positions

Professor & Division Head, Human Development & Psychology

Awards, Honors and Fellowships

Bobbie and Mark Greenfield Distinguished Faculty Award (UCLA)
Haynes Foundation Faculty Fellow
The Harold and Lois Haytin Award (UCLA)
Ann C. Rosenfield Distinguished Community Partnership Prize, with Para Los Niños (UCLA)

Postdoctoral Fellow, Department of Speech and Hearing Science, Arizona State University (US Department of Education Grant)

Education

Ed.D. Human Development and Psychology, Harvard University
Ed.M. Human Development and Psychology, Harvard University
B.A. (Hons), Linguistics, (Minor: American Literature), The University of Hull, England

Select Publications

Blackstock-Bernstein, A., Woodbridge, A, & Bailey, A.L. (2022). Comparing elementary
students’ explanatory language across oral and written modes. The Elementary School Journal.
Bailey, A.L. (2022). Young children’s language attitudes with implications for
identity in a US dual-language immersion classroom. In W. Ayres-Bennett & L. G. Fisher (Eds.). Multilingualism and Identity: Interdisciplinary Perspectives. Cambridge, UK: Cambridge University Press.
Bailey, A.L., Maher, C.A., Wilkinson, L.C., Nyakoojo, U. (2021). The role of assessment in
learning and teaching mathematics with English-speaking and English learner (EL) students. In S. Nichols & D. Varier (Eds.). Teaching on Assessment: Theory to Practice. AERA Educational Psychology for Teachers and Teaching Series. Charlotte, NC: Information Age Publishing.
Schleppegrell, M. & Bailey, A. (2020). Content instruction with integrated and
designated ELD in the elementary grades. In P. Spycher & M. Faulkner-Bond (Eds.).
Improving Education for English Learners: Research to Practice. Sacramento, CA: California Department of Education.

Kelly, K.R., & Bailey, A.L. (2020, online first). Narrative story stem methodologies: use and
utility of quantitative and qualitative approaches across the lifespan. Narrative
Inquiry.
Cerda, J., Bailey, A.L., & Heritage, M. (2020, online first). Contexts for self-and co-regulated
learning in a dual-language elementary school classroom. Language and Education.
Bailey, A.L. & Durán, R. (2020). Language in practice: A mediator of valid interpretations of
information generated by classroom assessments among linguistically and culturally diverse students. In S.M. Brookhart & J.H. McMillan, (eds.). Classroom Assessment and Educational Measurement. (pp.46-62). New York, NY: Routledge/NCME Book Series.
Bailey, A.L. (2020, online first, 2019). The discourse of explicitness: Mathematics explanatory
talk and self-assessment by Spanish-speaking emergent bilingual students in elementary
classrooms. Theory Into Practice, 59(1), 64-74.
Bailey, A.L. & Heritage, M. (2019). Progressing Students’ Language Day by Day. Thousand Oaks, CA: Sage/Corwin Press.
Bailey, A.L., & Osipova, A.V. (2016). Children’s Multilingual Development and Education:
Fostering linguistic resources in home and school contexts. Cambridge, UK: Cambridge University Press.

Other Websites

DLLP Project