Margaret Berg

• Ph.D. University of Kansas, Lawrence, in Curriculum and Instruction with focuses in Literacy & Linguistics
• M.A. University of Missouri at Kansas City in English with a focus in Writing
• B.A. University of Kansas, Lawrence, with a focus in Theatre & Media Arts
• Secondary Certification/Licensure from the University of Texas at El Paso in English Language Arts with a focus in Bilingual Education & English as Second Language

• University of Northern Colorado; School of Teacher Education Professorship (2009-Present)
• Associate Professor (2014-present)
• Assistant Professor (2009-2014)
• Teacher at the Secondary and Tertiary Levels in four countries including Russia, China, Ukraine, and the U.S.A. within a small city, in an inner-city, and on the border of Mexico. (1993-2009)

Equity in education, teacher education, content and/or disciplinary literacy, content and language integrated learning (CLIL), multi-lingualism and schooling, evaluation of learning, Systemic Functional Linguistics and educational linguistics, discourse analysis, queer theory, linguistic diversity among students with special needs, (auto)ethnography, and youth culture.

• Berg, M.A.  (2016).  Russian-speaking students and material needs in the reformist context: An ecological study of curriculum development. Journal of World Languages, doi 10.1080/21698252.2016.1191125
• Huang, J., Berg, M.A., Romero, D. & Walker, D. (2016). The impact of a collaborative project between K-12 schools and a teacher preparation program for linguistically sensitive pedagogy. Journal of World Federation of Associations of Teacher Education.
• Berg, M.A. & Huang, J. (2016).  Language objectives beyond vocabulary: Working with content area teachers for linguistically responsive instruction.  In Challenging Boundaries in Linguistics: Systemic Functional Perspectives. Aachen British and American Studies Series edited by Stella Neumann, Rebekah Wegener, Jennifer Fest, Paula Niemietz and Nichole Huzen. Frankfurt am Main: Peter Lang.
• Huang, J., Berg, M.A., Seigrist, M. & Damsrie, C. (2016).  Impact of a functional linguistic approach to teacher development on content area student writing. International Journal of Applied Linguistics.