Deborah听Palmer

  • Professor and Chair
  • EQUITY, BILINGUALISM & BILITERACY
  • BUENO CENTER
Address

Miramontes Baca Education Building, Room 300G
桃色视频
249 UCB
Boulder, CO 80309

I am a Professor in the program in Equity, Bilingualism and Biliteracy听in the School of Education, a faculty associate with the BUENO Center for Multicultural Education, and affiliate faculty in the Department of Ethnic Studies and the Culture, Language and Social Practice (CLASP) Program. Formerly a dual language bilingual teacher in Redwood City, California and bilingual teacher educator at the University of Texas at Austin,听I conduct qualitative research using ethnographic and discourse analytic methods in culturally and linguistically diverse schools and classrooms. My interests include bilingual education policy and politics; dual language bilingual education; teacher preparation for linguistically and culturally diverse teaching contexts; and issues of language, power and identity in schools. I led study abroad programs for education students at the University of Texas at Austin to Cuernavaca, Mexico in 2007, and to Antigua, Guatemala in 2013 and 2015.听I have two recent books (2023), both co-edited with colleagues: 鈥淐ritical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice鈥 (Routledge) and 鈥淕entrification and Bilingual Education: A Texas TWBE School Across Seven Years鈥 (Lexington). My 2018 book (Multilingual Matters) related to bilingual teacher education was titled听Teacher Leadership for Social Change in Bilingual/Bicultural Education.

Soy Profesora del programa de听Equidad, Biling眉ismo y Bi-literacidad鈥 en la Facultad de Educaci贸n; facultad asociada con el Centro BUENO de Education Multicultural, y afiliada con el departamento de Estudios Etnias y el programa de cultura, lenguaje y pr谩ctica social (CLASP por sus cifras en ingl茅s). Anteriormente maestra de educaci贸n biling眉e de lenguaje dual en California y profesora de docencia biling眉e en Texas, llevo a cabo investigaciones cualitativas usando m茅todos de etnograf铆a y an谩lisis de discurso en contextos de diversidad ling眉铆stica. Mis intereses incluyen la educaci贸n biling眉e, el lenguaje dual, y la pol铆tica y pedagog铆a de la ense帽anza de estudiantes emergentes biling眉es en escuelas p煤blicas; la preparaci贸n de docentes para escuelas diversas; y asuntos del lenguaje, el poder y la identidad. 听

Ph.D. (2004) Education in Language, Literacy and Culture, University of California, Berkeley, CA

M.A. (2000) Education in Language, Literacy and Culture, University of California, Berkeley, CA

Bilingual/Cross-cultural Language in Academic Development Supplement (BCLAD) (1996)听

California Multiple Subject K-12 Teaching Credential (1992) Mills College, Oakland CA. (renewed to 2030)

B.A. (1991) Anthropology with Humanities Honors, Stanford University, Stanford, CA

BOOKS

Palmer, D., Caldas, C., Herrera, L. & Faltis, C. (under contract) Handbook of bilingual teacher education. DeGruyter Mouton.

Dorner, L., Palmer, D., Cervantes-Soon, C., Crawford, E. & *Heiman, D. (2023)听.听Routledge.

Palmer, D. & *Garc铆a-Mateus, S. (2023) . Lexington Books.

Henderson, K. & Palmer, D. (2020) . Multilingual Matters.

Palmer, D. (2018) . Multilingual Matters.

SELECTED JOURNAL ARTICLES AND BOOK CHAPTERS

Hamman-Ortiz, L., Dougherty, C., Tian, Z., Palmer, D., & Poza, L. (2025) Translanguaging in U.S. PK-12 schools: A review of the research. System.

Palmer, D.K., Cervantes-Soon, C.G. & Freire, J.A. (2024) When you let white kids in the door: Unpacking whiteness in DLBE. In: A. Kibler, A. Walqui, G. Bunch & C. Faltis, Eds. Courageous contributions: Guadalupe Vald茅s鈥 enduring work toward equity in multilingual schools and communities.听Multilingual Matters.

Menard-Warwick, J. & Palmer, D.听(2023). 鈥淩esearch Shows:鈥 Authoritative discourse in dual language across two school districts. Anthropology & Education Quarterly.听

*Heiman, D., Cervantes-Soon, C., Dorner, L. & Palmer, D.听(2023)听Establishing a transformative foundation for dual language bilingual education: Critical consciousness at the core. In:听J.A. Freire, E. de Jong & C. Alfaro, Eds. Handbook of Dual Language Bilingual Education.听

*Hurie, A. &听Palmer, D. (2022)听: A Typology of Choice Schools鈥 Marketing Strategies on the Near South Side of Milwaukee.听Education Policy Analysis Archives. 30, (28).听听

Palmer, D.听(2019) 鈥淵ou鈥檙e not a Spanish speaker!/We are all bilingual鈥 The purple kids on being and becoming bilingual in a dual language kindergarten classroom. In: Faltis, C. & MacSwan, J. Eds.听Code-Switching in the Classroom:听 A Multilingual Perspective on Language and Language Practices.听Routledge, pp.247-267.

Palmer, D., Cervantes-Soon, C., Dorner, L., & *Heiman, D. (2019) Bilingualism, Biliteracy, Biculturalism鈥 and Critical Consciousness for All: Proposing a Fourth Fundamental Principle for Two-Way Dual Language Education.听Theory Into Practice,听58(2), 121-133.听.

*Henderson, K. &听Palmer, D.听(2019) 鈥淚 wonder why they don鈥檛 do the two-way鈥: Disrupting the one-way/two-way dichotomy, re-envisioning the possibilities of dual language bilingual education.听NABE Journal of Research and Practice, 9(1),听.

Cervantes-Soon, C., Dorner, L.,听Palmer, D.,听Heiman, D., Schwerdtfeger, R., & Choi, J. (2017) Combating inequalities in two-way language immersion programs: Toward critical consciousness in bilingual education spaces.听Review of Research in Education.

Palmer, D.,听Zu帽iga, C. & Henderson, K. (2015) A dual language revolution in the United States? From compensatory to enrichment bilingual education in Texas. In: Wright, W., Boun, S., & Garcia, O. (Eds.)听Handbook of Bilingual and Multilingual Education,听Wiley-Blackwell.

Palmer, D.K.听& Mart铆nez, R.A. (2013) Teacher agency in bilingual spaces: 听A fresh look at preparing teachers to educate Latino/a bilingual children.听Review of Research in Education,听37(1), 269-297.

Palmer, D.听(2010). Race, power, and equity in a multiethnic urban elementary school with a dual immersion 鈥渟trand鈥 program.听Anthropology in Education Quarterly, 41(1), 94-114.

Palmer, D.听(2009). Middle-class English speakers in a two-way immersion bilingual classroom: 鈥淓verybody should be listening to Jonathan right now鈥︹澨TESOL Quarterly, 43(2), 177-202.

MEDIA/TALKS, MAGAZINE ARTICLES, AND OTHER PUBLICATIONS听

Caldas, B., Rubio, B., Heiman, D.,听Palmer, D.听& Mart铆nez, M. (2021)听Cultivating bilingual education leaders: Tensions, successes and lessons learned at graduate school level.听Webinar, B-MEIS, TESOL International, February 10, 2021.听

Palmer, D. & McGrath, A. (2021)听Language, Leadership and BIPOC Students.听Podcast,听Center for Leadership鈥檚听Leadership Frontiers听Podcast Series, 桃色视频,听/lead/news-events/leadership-frontiers-podcast.

Henderson, K.I., Ortega, E. & Palmer, D. (2021). 鈥淚鈥檓 kind of a rebel here鈥: Documenting the greatest challenges of bilingual teachers during a pandemic.听Multilingual Educator,听Spring 2021, (pp.86-88).听听

Palmer, D. (2021) Teaching for equity in two-way dual language education: The hidden curriculum behind听what听we teach and听how听we teach.听Multilingual Educator,听Spring 2021, (pp.107-110)听 听

Heiman, D., Cervantes-Soon, C., Dorner, L. & Palmer, D. (November 8, 2020)听Critical consciousness at the core: Ensuring equity for transnational emerging bilinguals in US language education programs.听Webinar, Center for Transnational & Multilingual Education, Georgia State University, November 8, 2020.听 听

Wagstaffe, J.P. & Palmer, D. (2019). Do middle-class native English-speaking children dominate bilingual programs in America?.听OASIS Summary听of Palmer, D. (2009) in.听听

*Fine, C., Palmer, D., & *Strong, K.A. (2019)听The impact of language ideologies in schools.听Educational Leadership,听Dec/Jan, 77(4), 58-65.听听

: Engaging high school students in collaborative research to support multilingual youth.听(Co-PI: Michelle Valladares, NEPC/Research Hub for Youth Organizing). We are building community research collaboratives with two Colorado high schools to support bringing multilingual youth voices into policy conversations through youth participatory action research. Participating in our projects, youth develop their own biliteracy and their skills to carry out research and communicate with a range of audiences. They have the opportunity to earn credit for their work in high school and at 桃色视频. Students have advocated for enhanced high school biliteracy programming and presented comprehensive plans for better supporting bi/multilingual youth in their schools and districts; they have presented to their own school/district leadership, to regional conferences, and at AERA.

Transformative Inquiry: Fostering teacher advocacy, agency and leadership in bilingual/CLD education through teacher action research.听Practicing teachers in the BUENO-EBB CLD Master鈥檚 Degree program carry out classroom-based inquiry projects for their capstones. Over the course of two semesters, they explore the literature on a topic of their choice. They learn about research methods, and then design and carry out a project to answer a problem/challenge of practice in their own context. Teacher inquiry has been demonstrated to be a powerful tool for professional development as well as a potential instigator of transformative change in schools and districts. This project explores our students鈥 experiences with this year-long project, asking how their professional identities, agency and leadership capacity might be influenced by the opportunity to ask and answer a question relevant to their own professional practice.听

Critical Consciousness and Equity in Two-Way dual language bilingual education (DLBE). Because it brings together often widely diverse communities to share the same classrooms, curriculum, and experiences, two-way DLBE represents the promise of public education in our democratic society. In light of recent research (including ) drawing attention to the potential risks of 鈥榞entrification鈥櫶 and inequality in two-way DLBE, I set out to understand what it can look like to build equitable, critically conscious, integrated DLBE schools and programs. Drawing on extensive observation and interview data from a multi-year ethnography and partnership in a 50/50 two-way DLBE program, I am seeking to answer the question What can culturally sustaining, equitable and critically conscious practice look like in two-way DLBE?

Undergraduate and Master鈥檚 Courses:
2625/5625 Methods of Teaching English Language Development
4425/5425 Introduction to Bilingual/Multicultural Education
4035 Family and Community Engagement
5615 Second Language Acquisition
5605 Research Issues in Bilingual Education
5595 Practicum in Bilingual/CLD Education

Doctoral Courses:听
8732 Advanced Qualitative Methods: Critical Approaches to Discourse Analysis
8610 Language and Power
8630 Bilingual and Biliterate Development