Alison Louise Bailey
Moore Hall 3302B
405 Hilgard Avenue
Los Angeles, CA 90095-1521
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.
Positions
- Professor & Division Head, Human Development & Psychology
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
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)
Selected Publications
- Blackstock-Bernstein, A., Woodbridge, A, & Bailey, A.L. (Accepted). Comparing elementary
students’ explanatory language across oral and written modes. The Elementary School Journal. - Bailey, A.L. (In press). 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.
Other Websites
