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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) 

California Multiple Subject K-12 Teaching Credential (1992) Mills College, Oakland CA. (renewed to 2023)

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

BOOKS

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

Palmer, D. & *García-Mateus, S. (2023) . Lexington Books.

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

Palmer, D. (2018) . Multilingual Matters.

SELECTED JOURNAL ARTICLES AND BOOK CHAPTERS

*Harvey-Torres, R., Palmer, D. & *Degollado, E.D. (2022) Three worlds pitfall? A transfronteriza Latina bilingual teacher navigating home, school, and university divides. Teaching and Teacher Education. 116. 

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

*García-Mateus, S., *Henderson, K, *Téllez-Arsté, M. & Palmer, D. (2021) An experienced bilingual Latina teacher and pre-K Latinx students in the borderlands: Translanguaging as humanizing pedagogy. In: M. Sánchez & O. García, Eds. Transformative translanguaging espacios in bilingual education: U.S. Latinx bilingual children rompiendo fronteras, (pp.156-179) Multilingual Matters.

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

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

*Henderson, K. & Palmer, D. (2019) “I wonder why they don’t do the two-way”: Disrupting the one-way/two-way dichotomy, re-envisioning the possibilities of dual language bilingual education. NABE Journal of Research and Practice, 9(1), .

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

Palmer, D., Zuñiga, 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.) Handbook of Bilingual and Multilingual Education, Wiley-Blackwell.

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

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

Palmer, D. (2009). Middle-class English speakers in a two-way immersion bilingual classroom: “Everybody should be listening to Jonathan right now…” TESOL Quarterly, 43(2), 177-202.

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

Palmer, D. & McGrath, A. (2021) Language, Leadership and BIPOC Students. Podcast, Center for Leadership’s Leadership Frontiers Podcast Series, ���񱦵�, /lead/news-events/leadership-frontiers-podcast.

Henderson, K.I., Ortega, E. & Palmer, D. (2021). “I’m kind of a rebel here”: Documenting the greatest challenges of bilingual teachers during a pandemic. Multilingual Educator, Spring 2021, (pp.86-88).  

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

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

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

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

Caminos de Bilingüismo: Co-designing and Co-conducting Research on High School Bilingual Pathways with Students (August 2023-May 2024)

Thirteen New Vista High School (NVHS) students and ���񱦵� and graduate students are co-designing and co-conducting a study with ���񱦵� faculty and graduate students that explores the biliteracy pathways students, families, community members, educators and administrators want to create at NVHS and in Boulder Valley School District (BVSD).  This youth-driven participatory action research (YPAR) project will investigate the research question that NVHS students have designed: What kinds of unique secondary biliteracy programs could BVSD create to best help emerging bilingual students across the district? 

This project aims to support BVSD’s Culturally and Linguistically Diverse Education department and NVHS to become innovators in the area of high school biliteracy pathways by centering student voices and engaging students as experts and co-constructors of knowledge. The NVHS student researchers are learning research skills, learning about bilingual education, spending time on the ���񱦵� campus and developing their own biliteracy. They will develop meaningful recommendations about how and why NVHS and BVSD can expand biliteracy pathways based on their research.  These findings and recommendations will be shared bilingually to different communities of parents, school leaders, and district leaders in Spring 2024.  NVHS student researchers are able to earn both Community Experience credit towards graduation and concurrent enrollment college credits in youth research through ���񱦵� continuing education.

We are funded through a  and with the generous support of WISE. 

Developing Critical Consciousness through Dialogue with our Neighbors:  and ���񱦵� SOE Partnership for Equity

The purpose of the School of Education/University Hill Elementary partnership is to support equitable educational engagements by developing and nurturing spaces for critical inquiry and dialogue that center the needs, identities, and experiences of racially and linguistically marginalized students. A collaborative project with Dr. Andrea Dyrness (EFPP) and Dr. Enrique Sepúlveda (Ethnic Studies) and the leadership at UHE, this project involves UHE students and teachers, and ���񱦵� undergraduate and graduate students. 

At the heart of the partnership is a unique cultural mentoring program that brings together underrepresented students at CU who are Education and Ethnic Studies majors with predominantly Latinx 5th graders at Uni Hill. Through a weekly after-school program led by the ���񱦵� students, we aim to: 1) build community among Uni Hill students and underrepresented students at CU and promote a sense of belonging to CU and the Boulder community, 2) To reflect on and strengthen cultural identity, and 3) To explore issues of common concern in our communities and cultural resources for education, or community cultural wealth (Yosso 2005). It is our hope that through this new community, both groups of students will see their identities and experiences as resources for their education, and Uni Hill students will begin to see higher education as not only possible but meaningful for them and their communities, while CU students will see community engagement as a way to enhance their own educational experience. Additionally, through research partnerships with fifth grade teachers and professional development for the entire faculty of Uni Hill, we aim to support teachers to leverage their students’ cultural and linguistic backgrounds as resources for teaching and learning in dual language bilingual classrooms.

This project began with an SOE-Partnership SEED Grant in 2019. 

Building Raciolinguistic Justice in Midwestern Dual Language Programs, 1/2022-12/2022:

Funded by a Spencer Foundation Conference Grant, this project is a collaboration with a team of researchers and practitioners in dual language bilingual education across six midwestern states with the primary purpose to develop raciolinguistic justice in Midwestern DLBE programs. Central to this work is the development of critical consciousness (Palmer, et al., 2019). Therefore we are planning a series of virtual convenings co-led by practitioners, which will inform an in-person conference with data analysis and conversations co-facilitated by researchers and interactive workshops that link research to practice. Three objectives support our primary purpose: (1) document and more deeply understand issues of raciolinguistic equity and critical consciousness in DLBE; (2) design new research-practice partnerships and agendas; and (3) foster an anti-racist community of practice and Midwestern DLBE network.

Recent Courses Taught:

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2625/5625 Methods of Teaching English as a Second Language
4425 Introduction to Bilingual/Multicultural Education
5605 Research Issues in Bilingual Education
5615 Second Language Acquisition
5425 Introduction to Bilingual/Multicultural Education

Doctoral: 
8730 Advanced Qualitative Methods: Critical Discourse Analysis
8014 Seminar on Democracy, Diversity and Justice in Education: Latinos in Education