Full CV
BOOKS
Dorner, L., Palmer, D., Cervantes-Soon, C., Crawford, E. & *Heiman, D. (2023) Critical Consciousness in Dual Language Bilingual Education: Case Studies on Policy and Practice. Routledge.
Palmer, D. & *García-Mateus, S. (2023) Gentrification and bilingual education: A Texas TWBE school across seven years. Lexington Books.
Henderson, K. & Palmer, D. (2020) Dual language bilingual education: Teacher cases and perspectives on large-scale implementation. Multilingual Matters.
Palmer, D. (2018) Teacher leadership for social change in bilingual/bicultural education. 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. https://doi.org/10.1016/j.tate.2022.103767
*Hurie, A. & Palmer, D. (2022) Selling English-Medium Schooling in Multilingual Communities: A Typology of Choice Schools’ Marketing Strategies on the Near South Side of Milwaukee. Education Policy Analysis Archives. 30, (28). https://doi.org/10.14507/epaa.30.6359
*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. https://doi.org/10.1080/00405841.2019.1569376.
*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), https://doi.org/10.1080/26390043.2019.1589292.
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.
MEDIA/TALKS, MAGAZINE ARTICLES, AND OTHER PUBLICATIONS
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. https://youtu.be/shFEzKJ59d8
Palmer, D. & McGrath, A. (2021) Language, Leadership and BIPOC Students. Podcast, Center for Leadership’s Leadership Frontiers Podcast Series, University of Colorado Boulder, https://www.colorado.edu/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). https://www.gocabe.org/wp-content/uploads/2021/03/ME_2021-FINAL.pdf
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) https://www.gocabe.org/wp-content/uploads/2021/03/ME_2021-FINAL.pdf
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. https://tinyurl.com/y4x2wsyl
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 TESOL Quarterly. https://oasis-database.org/concern/summaries/qb98mf49p?locale=en
*Fine, C., Palmer, D., & *Strong, K.A. (2019) The impact of language ideologies in schools. Educational Leadership, Dec/Jan, 77(4), 58-65. https://www.ascd.org/el/articles/the-impact-of-language-ideologies-in-schools