Roy E. Howard, Ph.D.
Professor of Bilingual Education/ESL, Retired
4749 N Hillcrest St, Wichita, KS 67220 | email@example.com |
of New Mexico PhD
Bilingual Education, Teacher Education, Music Education
Multicultural Elementary Education, Music, Language Arts MA 1985
Highlands: Navajo Language, Culture courses 1982-1985
Major: Music Education, Reading Pedagogy MA 1982
Brigham Young University
Elementary Education, Music, Spanish, Aerospace Studies
San Francisco State College,
music major 1966-67
Artistic Director and Owner of the Gallup Performing Arts Center, Gallup, New Mexico. Theater; bookstore; art gallery; recording studio; piano service; dance studio; classes for music, art, theater, dance; cultural events.
Howard Piano Service. Full service piano tech in New Mexico, Kansas, Ecuador. Piano technician at Wichita State University and The Wichita Piano Man.
Temple missionary in Ecuador with Mrs. Howard.
President, Asociación Mundial de Luthiers.
Professor of Bilingual Education in the School
Education, Western New Mexico
University. Graduate and undergraduate courses in Bilingual
Education, ESL, Multicultural Education, Foundations of Education,
Education technology, Educational Leadership, and Music. Taught courses
by invitation in Magdalena 2 years, in Deming 1 year, Alamo for 2 years.
Also served various communities with video teaching. Assigned to the
Gallup Graduate Studies Center
1997-2008. Also operated a web site, computer lab, video conferencing, and
other communications technology.
Assistant Professor of Bilingual Education in the College
of Education, Texas
Tech University. Graduate and undergraduate courses
in Bilingual Education, ESL, and Multicultural Education. Also
taught ESL graduate courses in other communities most semesters.
Associate Director of Texas Schools
Instructor of graduate courses, 1st and 2nd Language
Acquisition and ESL Curriculum and Materials Development, summer
1987 at Texas
Instructor of graduate course in Navajo Bilingual Materials
Development, summer 1986; and Advanced Field Experience in Navajo
Bilingual Education, Spring 1986, the University
New Mexico. Taught in remote communities in distance
Elementary School Teacher in grades K-5, (English as
a Second Language to Hispanic Students), Albuquerque Public Schools,
Whittier Elementary School, for 1985-86.
Elementary Classroom Teacher, 1982-85 Elementary Classroom
Teacher, 6th grade (Navajo Bilingual) at Bureau of Indian
Affairs school, Dzilth Na o dith hle, Organized
and introduced music instruction and bilingual methods at the
school. Helped organize and implement a school computer education
program, wrote agency curriculum for music education, wrote agency
policy letters for bilingual education.
1973-78 Radar Site Chief of Administration,
US Air Force 4 years.
Tuner/Technician, 5 years.
Taught Spanish to missionaries two summers, Provo,
Utah. Taught private and group music
lessons regularly on guitar, trombone, piano and other
instruments. Worked in various trades and labor including piano tuning.
Graduate Faculty Load (most recent full year)
Linguistics 1 for Second Language Teachers
Linguistics 2 for Second Language Teachers
English Language Acquisition and Development
ESL Content Literacy
Current Issues in Language Minority Education
Professional and Academic Association Memberships
English to Speakers of Other Languages (TESOL)
(Editor of Bilingual Basics for the bilingual special interest
group two years) (articles and presentations at state, regional,
international TESOL conferences). Last attended International
Association for Bilingual Education (NABE)
(former National Chairman for the Special Interest Group, "Institutions
of Higher Education"; Founder and co-chairman of the Special Interest
Group, "Language and Culture Retention", 1987-95; Founder and elected
Council Member of the Special Interest Group, "Indigenous Bilingual
Education" 1986 to 2008, webmaster;
member of the special interest group, "Bilingual Vocational Education"
1988 and 1992; ESL Special Interest Group Founding Member) (conference
presentor 1987, 1988, 1989, 1990, 1991, 1992, 1996, 1997, 1998, 1999,
2000, 2001, 2002, 2003, 2004, 2005. 2006. 2007); Conference Presentation
Review Committee (1995, 1996, 1997, 1998). Attended every annual
conference 1987 to 2007.
Association for Bilingual Education (NMABE)
(member, conference presenter, 1987, 1988, 1991, 1993, 1994, 1995, 1996,
1997, 1998, 1999, 2000, 2001, 2002, 2003, 2004, 2005. 2006. 2007; editor
Noticiero 1993 to 2008; NMABE Webmaster
1999 to 2007; NMABE Secretary
1997-2008); annual conference
committee 1997 to 2008. Letters.
Educators National Conference (MENC)
(National Journal article publication). Membership and Journal
subscription 1982 to 2000.
Kappa (PDK) Membership and Journal
subscription 1987 to 2008.
Other Professional Assignments and Activities (non-teaching)
A Consortium of Higher Education Faculties in Northwestern New
Mexico and Northeastern Arizona. Representative for WNMU and webmaster
for the consortium.
New Mexico Association for Bilingual Education (NMABE),
Webmaster 1999 to 2007
Committee, NMABE, 1997-2007
Noticiero. New Mexico Association for Bilingual Education.
1993 to 2007.
Association for Bilingual Education (NABE).
for the Special Interest Group for Indigenous Bilingual Education.
Bilingual Basics. Special Interest Group for Bilingual
Education, International TESOL,
Committees past: Teacher Education, Instructional Technology,
Faculty Senate, Curriculum and Instruction.
committees for Spanish language performance of bilingual teachers,
1990, and New Mexico, 1998.
Southwest Alliance for Learning,
Board, Global Language and Culture
My publications at WNMU were in the category of "creative works" rather
than research. Teaching materials have included 20 Volumes of "Cantos
Todos", teacher resources in bilingual education,
and numerous sacred
works. Also published in: Journal of Educational Issues
for Language Minority Students, NABE '88 Selected Papers
(The National Association for Bilingual Education), The Journal
of Navajo Education, Social Science Perspectives Journal,
Music Educators Journal, Texas Piano Tech, The
Piano Quarterly, Selective Proceedings of the 1986 Rocky
Mountain Regional TESOL Conference.
Practice in Bilingual Teacher Education
in Bilingual Teacher Education
Lists of presentations, research, and creative works:
Bilingual Teacher Education (Policy
Practice) (Teacher Training)
Language and Culture (Community Culture)
Distance Education and Technology
in Teacher Preparation
Associate, Asst. Professor, Professor, Western
Mexico University 1992 - 2008: Bilingual Education, ESL
Assistant Professor, Texas Tech
University 1987-1992: Bilingual Education, ESL, Multicultural
Instructor, Texas Tech University, University
New Mexico 1986-1987: Bilingual Education, ESL
Elementary School Teacher, New Mexico 1982-1986: 6th
Bilingual, and K-5
ESL. Navajo and Spanish
1966-1977. Taught Spanish
to missionaries two summers, Provo, Utah. Taught
and group music lessons regularly on guitar, trombone,
piano and other instruments.
Successfully advised hundreds of students who have since graduated.
Designed automated degree plan forms which are still in use. Made
forms and degree/endorsement information available on the internet.
Maintain office hours at convenient times for working teachers,
and stay late in the evenings. Available on many Saturdays for
the students. Advise all MAT students at the Gallup Graduate Studies
Center, including elementary and secondary majors. I communicate
with several students about degree issues on e-mail. I submit
all degree plans to the School of Education for quality control
before they are moved forward to the Graduate Office and the Registrar.
Provide immediate response to main campus requests for forms related
to degree plans.
WNMU: Student Organization Advisor for the Bilingual
Education Student Organization (BESO)
1992-1997, and the Latter-day Saint Student Association (LDSSA)
TTU: Student Organization Advisor for the Bilingual
Education Student Organization (BESO)
1988-92; and the Asian Education Student Organization (AESO)
1989-92; and the Phillipine American Student Association (PASA),
Student Advisor: elementary education, freshmen 1987-88
and 1991-92, sophomores 1988-89, Juniors 1989-90, Seniors, 1990-91,
Texas Tech University, College of Education; and 1992-97 for elementary
and secondary education, Western New Mexico University.
Graduate Advisor: in Bilingual Education and ESL, Texas
Tech University, 1987-92; and Western New Mexico University, 1992
I. BILINGUAL TEACHER EDUCATION
A. FOCUS: POLICY AND PRACTICE
I am interested in comparing bilingual education policies of the
nation, states, districts, and schools with what actually takes
place. I am especially interested in the difference between the
policies that allow or require native language instruction, and
the tendency of the teachers to follow the practice of their own
youth to avoid native language. I completed four qualitative
between 1986 and 1997. I have not yet submitted a summary report
for publication on any of them. I have written and published related
articles, given conference presentations, and published newspaper
articles on this subject.
Philosophy of Multicultural
B. FOCUS: TEACHER TRAINING
The purpose of Bilingual/Multicultural Education graduate and
undergraduate programs is to prepare teachers of every subject
to serve the needs of children, youth, and adults who are learning
English as a second language in bilingual, ESL, and all education
programs. All of my research is dedicated to this purpose. Several
grants, publications, conference reports, and other writings have
been specifically addressed to teacher training. Most of my efforts
in this category fall under "Service" (professional
and student organizations) and "Teaching".
II. LANGUAGE AND CULTURE
Bilingual/Multicultural Education research takes place
in the disciplines of linguistics, languages, language acquisition,
culture, and every topic taught from early childhood to adult
education. Bilingual Education students are interested in assessment,
counseling, music therapy, ESL in prisons, administration, English
as a foreign language and many other topics. I have specialized
in only two areas: policy (practice) and language/culture (music).
Through my music research I have learned a great deal about many
other aspects of culture and language acquisition.
Since 1989 I have been fortunate to have the cooperation of an
international researcher on many projects. Our studies, conferencing,
materials production, exhibits, school presentations, and other
activities were conducted on a very intense level during the period
January 1989 to June, 1991. We are currently completing a book
reporting the main research project. Many publications will come
as a result of this intensive qualitative research. Most of our
efforts are designed to help teachers integrate culture and an
aesthetic approach into the regular curriculum.
Two areas of focus are listed: community, and pedagogy.
A. FOCUS: COMMUNITY CULTURE
A great deal of my efforts with the community that have come as
a result of this research have had to do with presentations in
classrooms and community settings not listed here. Much of our
work has supported community education projects of the
Education Resources Center not listed here. I have also been active
in tradesman related activities and publications of the Piano
Included in this section are radio programs reporting on our research,
and newspaper articles addressed to parents of children in the
schools. These solicited presentations are evidence of the respect
I have earned for expertise in this aspect of culture.
B. FOCUS: TEACHING LANGUAGE AND CULTURE
I have been teaching with music since 1965, and have been
formally researching the use of music by regular classroom teachers
to teach language, culture, and other classroom topics since 1985.
The greater part of my research and creative productivity has
gone into this focus during the past nine years resulting in grants,
exhibits, volumes of instructional materials, conference presentations,
and articles. I give musical presentations in the schools regularly.
III. TECHNOLOGY AND DISTANCE
I have been teaching in distance education since 1986. I taught
full time with video conferencing technology from 1994-97. I currently
operate a number of web sites, a computer lab, and other educational
and communications technology systems.
Professional growth and development
I coordinated and communicated with faculty across the campus about
School of Education initiatives. I was active in the professional
organizations at the state
and national level. I saw my
role as a provider of multicultural
education to teachers, administrators, counselors, and other
professionals. I was an integral part of the dynamic growth of the Gallup
Center, using much of my time supporting the faculty, adjuncts,
staff, and students with computer and communications technology issues.
My personal professional growth was based on study of technology and
community cultures. I produced creative works in the form of course
materials and e-books
for schools, as well as recordings and transcriptions of traditional
My time in retirement is dedicated to composing music, and developing
materials for indigenous languages. Current activities are listed on the
Cantos Para Todos website.
Roy E. Howard, Ph.D.
Graduate Studies Center, Western