​​​​​April Burke.jpgPosition: ​Assistant Professor
Department: English Language & Literature
Address: Anspach Hall 240B
Phone: (989) 774-2660
Email: burke2a@cmich.edu​
CV: Click here to view April Burke's CV

Courses Taught

  • ENG 674A: Seminar in English Linguistics
  • ENG 577: Introduction to Second Language Acuqisition
  • ENG 574 and 574SL: Teaching English to Speakers of Other Languages (TESOL) Materials, Assessment, and Curriculum
  • ENG 571: TESOL Methods
  • ENG 371: Teaching Grammar
  • ENG 201: Intermediate Composition (Face-to-face and Online)
  • ENG 101H: Freshman Composition for Honors Students


  • 2014 - Ph.D. Literacy & Language Education, Purdue University
  • 2008 - C.A.S. English as a Second Language, University of Southern Maine
  • 2002 - M.A.T. Secondary Education, University of Maine
  • 1997 - B.A. English, University of Maine

Research and Scholarship

Dr. April Burke conducts qualitative, quantitative, and mixed methods research on the schooling experience and academic performance of minority and disadvantaged K-12 student populations. The primary focus of her research and scholarship is the schooling of emergent bilinguals, i.e. students who are learning English as second or additional language. Dr. Burke investigates the impact of educational policies on this population, their performance on high-stakes tests, the programming and instructional models afforded them, and the preparation of pre-service teachers to meet their needs. The philosophical foundation for her work is an advocacy, social justice, and participatory worldview. Given this orientation, her research involves collaboration with policymakers, teachers, and school leaders to bring about changes which will benefit students, school personnel, and ultimately the communities in which they reside. In addition, given Dr. Burke's interest and background in literacy and language education and to better serve the CMU pre-service teachers in the methods courses she teaches, she also conducts research and scholarship on children's literature and best practices for literacy instruction.

Selected Publications

Refereed Journal Articles

​Burke, A. M., Morita-Mullaney, T., Singh, M. Indiana Emergent Bilingual Student Time to Reclassification: A Survival Analysis. American Educational Research Journal, 53(5), 1310-​​1342. http://dx.doi.org/10.3102/0002831216667481 Available here

Thomas, K. K. & Burke, A. M.,​ Building a world of frequent readers: How can teachers ​encourage all students to read? The Looking Glass: New Perspectives on Children's Literature, 19(1). Available here

Burke, A. M. The Impact of Educational Policy on English Learners in a Rural Indiana School Corporation. Mid-Western Educational ​Researcher, 27​(4), 317-338. Available here

Burke, A. M., DePalma, G., Ginther, A., Morita-Mullaney, T.​​, & Young, J. W. ​Accountability lessons for Indiana schools serving English learners. Indiana Teachers of English to Speakers of Other Languages (INTESOL) Journal, 11(1), 10-24. Available here

Burke, A. & de Oliveira, L. C. Educational Policies in the United States and Implications for English Learners (Políticas educacionais nos Estados Unidos e suas Implicações para aprendizes de inglês). Revista Brasileira de Linguística Aplicada (Brazilian Journal of Applied Linguistics), 12(2), 311-329. Available here

Book Chapters

de Oliveira, L. C. & Burke, A.M. Mainstream elementary teachers' perspectives about teaching English language learners. In L.C. de Oliveira, & M. Yough (Eds.), Preparing teachers to work with English language learners in mainstream classrooms (pp. 3-15). Charlotte, NC: Information Age. Available here

Burke, A. The unintended consequences of No Child Left Behind on a school corporation: Implications for English language learners' advocates. In L.C. de Oliveira (Ed.), Teacher education for social justice: Perspectives and lessons learned (pp. 127-140). Charlotte, NC:
Information Age.

​Book Reviews

Burke, A. M. First opinion: City Cat: A European adventure enhanced by postmodern elements [Review of the book City Cat]. First Opinions, Second Reactions, 7(2), 27-29. Available here

Burke, A. [Review of the book The Latino education crisis: The consequences of failed social policies]. Bilingual Research Journal, 36(3), 371-374. http://dx.doi.org/10.1080/15235882.2013.837119 Available here

Burke, A. [Review of the book Applied linguistics and primary school teaching]. Teachers College Record, Date Published: February 23, 2012. http://www.tcrecord.org, ID Number: 16713. Available here​

Burke, A. [Revi​ew of the book The language demands of school: Putting academic English to the test]. Language Testing, 28(3), 417-420. http://dx.doi.org/10.1177/0265532211404199Available here

Burke, A. [Review of the book English learners left behind: Standardized testing as language policy]. Language Testing, 28(3), 421-424. http://dx.doi.org/10.1177/0265532211404200 Available here​

Conference Proceedings

Morita-Mullaney, T. & Burke, A. M. An Exploration of Indiana's English Language Learner Language Programming Models. In L. M. Dorner, S. S. Jeanetta, & C. Valdivia (Eds.). Latinos in the Heartland: Building Bridges, Dialogue, and Opportunity. Paper presented at The Cambio de Colores (Change of Colors) Conference, Columbia, MO, 8-10 June (pp. 85-91). Columbia, Missouri: Cambio Center at the University of Missouri.

Burke, A. M. Encountering Challenges, Achieving Success: Preparing Pre-Service Teachers to Provide Grammar Instruction to the Next Generation. In G. W. Layton (ed.), The Assembly for the Teaching of English Grammar (ATEG) Journal, 25(1). Paper presented at The ATEG Conference, Largo, MD, 24-25 July (pp. 8-11).