Jamie Schissel

Teacher Education and Higher Education (TEHE) Department

Associate Professor
Email: jlschiss@uncg.edu
Office: 464 SOE Building

Research Interest

Assessment, Bilingual education, Colonialism, Ethnographic methods, Language policy, Language testing, Participatory action research, Translanguaging


  • Ph.D. in Educational Linguistics, University of Pennsylvania
  • M.A.T. English as a Second Language and Bilingual Education, Georgetown University
  • B.A. German Languages and Literatures, University of Northern Iowa


Dr. Schissel’s research focuses on educational assessments and policies affecting linguistically and culturally diverse communities in the United States, Mexico, and Peru. Through historical analyses and participatory action research collaborations, these efforts have an emphasis on relationship building in order to inform actions that aim to address and upend multiple modes of oppression. With Dr. Mario López-Gopar (Universidad Autónoma Benito Juárez de Oaxaca, Oaxaca City, Mexico) and Dr. Constant Leung (King’s College, London, UK), she co-facilitates Asociación mexicana de evaluación de lenguas indígenas [Ameli—the Mexican association for the evaluation of Indigenous languages]. Her book the Social Consequences of Testing for Language- minoritized Bilinguals in the United States (Multilingual Matters) was published in 2019. She has served as a co-editor of the special issue “The Construct of Multilingualism in Language Testing” for Language Assessment Quarterly (December, 2019) and the volume Envisioning TESOL through a Translanguaging Lens (Springer, 2020). She teaches courses on applied linguistics at UNCG for undergraduate and graduate students and has joint appointment in the Education Research Methods Department.

Link to Dr. Schissel’s CV



Schissel, J.L., López-Gopar, M.E., Leung, C., Morales, J. & Davis, J.R. (2019). Classroom-based assessments in linguistically diverse communities: A case for collaborative research methodologies. Language Assessment Quarterly, 16(4-5). https://dio.org10.1080/15434303.2019.1678041

Schissel, J.L., Leung, C., & Chalhoub-Deville, M. (2019). The construct of multilingualism in language testing. Language Assessment Quarterly, 16(4-5). https://doi.org/10.1080/15434303.2019.1680679

Schissel, J.L., De Korne, H., López-Gopar, M.E. (2018). Grappling with translanguaging for teaching and assessment in culturally and linguistically diverse language learning contexts: Teacher perspectives from Oaxaca, Mexico. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2018.1463965

Schissel, J.L., & Kangas, S.E.N. (2018). Reclassification of emergent bilingual with disabilities: The intersectionality of improbabilities. Language Policy Journal, 17(4), 567–589. https://doi.org/10.1007/s10993-018-9476-4

Schissel, J.L., Leung, C., López-Gopar, M.E., & Davis, J.R. (2018). Multilingual learners in language assessment: Assessment design for linguistically diverse communities. Language and Education, 32(2), 167-182. http://dx.doi.org/10.1080/09500782.2018.1429463

Flores, N., Schissel, J.L. (2014). A heteroglossic approach to standards-based reform in a globalized world. TESOL Quarterly, 48(3), 454-79. https://doi.org/10.1002/tesq.182

Schissel, J.L. (2014). Classroom use of test accommodations: Issues of access, equity, and conflation. Current Issues in Language Planning Journal, 15(3), 282-295.  DOI:10.1080/14664208.2014.915458