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Amy J. Heineke

Krolikowski Endowed Research Professor

Program Chair in Teaching and Learning (Undergraduate)

Amy J. Heineke, PhD, is Professor of Multilingual Teaching & Learning in the School of Education at Loyola University Chicago. Dr. Heineke prepares teachers to serve the large and growing population of multilingual learners in school and community settings. Her research focuses on pre-service and in-service teachers’ preparation for multilingual learners and language policy work in practice to support students’ learning and language development. She regularly works with teachers across the United States and Latin America to build professional capacity for language learners. Her career began as a Kindergarten teacher in Phoenix, Arizona.

Education

  • PhD, Arizona State University, Tempe, AZ

Research Interests

  • Teacher preparation for multilingual learners
  • Language policy in educational practice
  • Linguistically responsive schools & programs

Specialty Area

Emergent bilingual learners, Bilingual education, Language policy, Immigrant & refugee students, Urban teacher education

Courses Taught

  • CIEP 473: Instructional Leadership for Multicultural Schools
  • CIEP 474: Assessment of Bilingual Students
  • CIEP 503: Culturally Relevant Literature for Children and Adolescents
  • CIEP 504: Applied Linguistics for Teachers
  • CIEP 507: Language Demands & Development
  • CIEP 522: Curriculum Policy across Schools & Communities

Publications/Research Listings

Books and Monographs 

Heineke, A. J., & Davin, K. J. (2026). Pathways to the Seal of Biliteracy: Promoting multilingualism in elementary and middle schools. Georgetown University Press.

McTighe, J., & Heineke, A. J. (2026). Understanding by Design in higher education: Designing coursework for deeper learning. Rowman & Littlefield.

Davin, K. J., & Heineke, A. J. (Eds.). (2025). The Seal of Biliteracy in higher education: Harnessing students’ cultural and linguistic strengths at colleges and universities. Routledge.

Heineke, A. J., & Papola-Ellis, A. (2022). Inclusive texts in elementary classrooms: Developing literacies, identities, and understandings. Teachers College Press.  

Davin, K. J., & Heineke, A. J. (2022). Promoting multilingualism in schools: A framework for implementing the Seal of Biliteracy. ACTFL.  

Heineke, A. J., & Davin, K. J. (Eds.) (2020). The Seal of Biliteracy: Case studies and considerations for policy implementation. Information Age.  

Heineke, A. J., & Ryan, A. M. (Eds.) (2018). Teaching, learning, and leading with schools and communities: Field-based teacher education. Routledge.  

Heineke, A. J., & McTighe, J. (2018). Using Understanding by Design in the culturally and linguistically diverse classroom. ASCD.  

Heineke, A. J. (2016). Restrictive language policy in practice: English learners in Arizona. Multilingual Matters.  

Articles (selected) 

Heineke, A. J., Vera, E. M., Press, A., Elliott, J., Guo, W., & Pantoja-Patiño, J. (2025). Pandemic-era schooling with multilingual learners: Probing the experiences of teachers and families to inform future practice. Journal of Latinos in Education, 24(2), 405-421.

Heineke, A. J., & Davin, K. J. (2024). Pathways to biliteracy: Investigating the implementation of the Seal of Biliteracy in elementary and secondary schools in Chicago. Urban Education.

Heineke, A. J., Vera, E. M., Guo, W., Kaye, J., & Elliott, J. (2023). Considering the social-emotional well-being of multilingual learners: A comparative case study across program models. The Elementary School Journal, 123(4), 599-624.

Heineke, A. J., Papola-Ellis, & Elliott, J. (2022). Using texts as mirrors: The power of readers seeing themselves. The Reading Teacher. Open access here. 

Heineke, A. J., & Vera, E. M. (2022). Beyond language and academics: Investigating teachers’ preparation to promote the social-emotional well-being of emergent bilingual learners. Journal of Teacher Education, 73(2), 145-158.  

Heineke, A. J., & Davin, K. D. (2021). Implementing the Seal of Biliteracy: A multiple case study of six high-awarding districts. Modern Language Journal, 105, 395-411. 

Heineke, A. J., & Davin, K. J. (2020). Prioritizing multilingualism in U.S. schools: States’ policy journeys to enact the Seal of Biliteracy. Educational Policy, 34, 619-643. 

Heineke, A. J., & Giatsou, E. (2020). Learning from students, teachers, and schools: Examining the efficacy of field-based teacher education for emergent bilinguals. Journal of Teacher Education, 71(1), 148-161.  

Heineke, A. J., Davin, K., & *Dávila, A. (2019). Promoting multilingual communities, schools, and students: A closer look at the Seal of Biliteracy in Washington state. TESOL Journal, 10, 1-5.  

Heineke, A. J., & McTighe, J. (2019). Science units of study with a language lens: Preparing teachers for diverse classrooms. Innovations in Science Teacher Education, 4(3).  

Heineke, A. J., Smetana, L., & Carlson, J. (2019). A qualitative case study of inclusive teacher education: One candidate’s evolving understanding of science teaching for emergent bilinguals. Journal of Science Teacher Education, 1, 80-100.  

Heineke, A. J. (2018). The invisible revolving door: The issue of teacher attrition in English Language Development classrooms in Arizona. Language Policy, 17, 77-98.  

Heineke, A. J., Davin, K. J., & Bedford, A. (2018). The Seal of Biliteracy: Considering equity and access for English learners. Education Policy Analysis Archives, 26 (99).  

Heineke, A. J., & Neugebauer, S. (2018). The complexity of language and learning: Deconstructing teachers’ conceptions of academic language. Issues in Teacher Education, 27, 73-89.  

Heineke, A. J., Papola-Ellis, A., Cohen, S., & Davin, K. (2018). Linguistically responsive professional development: An apprenticeship model. Improving Schools, 21, 32-47.  

Awards

  • Krolikowski Endowed Research Professor (2023-2026)
  • Loyola University Chicago, School of Education Distinguished Faculty Award for Excellence in Research (2016)