• Biology
• Math
• Social Sciences

College of Education,
Academic Building 3 - Rm 276
239.590.7804
evazquez@fgcu.edu

• limited English proficient students and academic performance
  
  
• teaching practices and classroom behaviors
  
  
• families and children with disabilities
  
  
• informal assessment

• Christenson, L., Greene, P., Greene, M., Houck, L., Lazarus, B., Olliff, C. & Vázquez-Montilla, E. (2001). Developing a new teacher preparation program: Goodbye segregation, hello integration. Florida Educational Leadership Journal.
• Houck, L., Olliff, C., Vázquez-Montilla, E. & Spillman, C. (2000). New versions of old tales: Traditional literature for the new millennium.  Florida Reading Quarterly.
• Vázquez-Montilla, E. & Zhu Erping. (2000). Preparing ESOL teachers using web-based learning: Strategies and tactics. Center for Applied Linguistics (CAL), ERIC Clearinghouse on Languages and Linguistic database.
• Arcia, E., Reyes-Blanes, M. & Vázquez-Montilla, E.  (2000). Constructions and reconstructions: Latino parents' values for children. Journal of Child and Family Studies, 9(3), 333-350.
• Vázquez-Montilla, E, Reyes-Blanes, M. Hyun, E. & Brovelli, E. (2000). Practices for culturally responsive interviews and research. Multicutural Perspectives, Vol 2, No 3. 3-7.
• Vázquez-Montilla, E & Spillman C. (Fall, 1999).  Developing literacy with narrative texts.  Sunshine State TESOL Journal.
• Christenson, L., Greene, P., Greene, M., Houck, L., Lazarus, B., Olliff, C. & Vázquez-Montilla, E. (1999). Developing a new teacher preparation program: Goodby segregation, hello integration! The Council for Exceptional Children (CEC), Teacher Education Division (TED).
• Bailey, D., Skinner, D., Correa, V., Arcia, E., Blanes, M., Rodríguez, P. & Vázquez-Montilla, E.  (1999).  Needs and support reported  by Latino families of young children with developmental disabilities.  American Journal on Mental Retardation, Vol. 104, No. 5, 437-451.
• Houck, L., Vázquez-Montilla, E., Olliff, C. & Spillman, C.  (1998).  Addressing the needs of linguistically and culturally different children: A wake-up call for teacher education.  FASCD Policy Review, Volume 6, No.1.
• Fradd, S., Vázquez-Montilla, E., Schwandes, J. (1995). INFUSION II: A vehicle for meeting the educational needs of exceptional learners acquiring English as a new language. The Sunshine State TESOL Journal.
• Vázquez-Montilla, E. & Newman L. (1995). Basic language functions: A way to understanding young children's communication. Children Our Concern Volume XX, No. 1. Lakeland, Fl: The Journal of the Early Childhood Association of Florida, Inc.
• Vázquez-Montilla, E. & Walter, B. (1992). Enhancing parent participation and school communication. Gulf TESOL Journal.
• Fradd, S., Wilen, D. & Vázquez-Montilla, E. (1991). A comparison of psychological services provided by bilingual and monolingual school psychologists. SABE . Volume 8, No. 1. New York: Journal of the New York State Association for Bilingual Education.

• Cultural and Linguistic Diversity: Teaching Academic Content to Middle/Secondary ESL students (TSL 6135)
• Methods, Curriculum and Instructional Effectiveness in ESOL (TSL 4344)
• Language and Culture (TSL 5626)
• Introduction to Education (EDF 2005)
• Foundations in Special Education (EEX 6025)
• Global Perspectives in Multicultural Education (EDG 6931)
• Crosscultural Communication and Understanding for Teachers (TSL 5525) <- click for more
• Methods of Teaching English to Speakers of Other Languages (TSL 5371) <- click for more
• Applied Linguistics and Second Language Acquisition (LIN 5010) <- click for more
• Curriculum and Materials Development (TSL 5142) <- click for more
• Testing and Evaluation for ESOL Teachers (TSL 5474) <- click for more
• Teaching Diverse Populations (EDG 2701)
• Diversity of Human Experience (EDF 3076)
• Young Children with Special Needs (EEX 4201)
• Final Intern Supervision