Dr. Deborah Palmer's research interests include ethnography and discourse analysis in diverse multilingual settings; bilingual education programs, policy and practice; dual language/two-way immersion education; and bilingual teacher leadership/agency. In particular, Dr. Palmer examines issues of race and class in bilingual settings, and the impact of critical awareness of teachers on mitigating hegemonic discourses. She also explores various ways to open equitable spaces/opportunities in the discourse for learning for linguistically diverse children in school. She is interested in how bilingual children can be positioned or position themselves in academically powerful ways within a classroom.
EDUC 2625 - Teaching English as a Second Language
Primary Instructor
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Spring 2020
Exposes students to strategies used to teach English as a second or foreign language. Covers both theoretical and applied aspects of language learning and teaching. Exposes students to techniques, activities, strategies and resources to plan instruction for students learning English as a second language. Emphasizes oral language development, literacy and content-area instruction for teaching K-12 students.
EDUC 4425 - Foundations of Bilingual/Multicultural Education
Primary Instructor
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Fall 2021
Provides and introduction for education minors and others with an interest in education policy and practice to bilingual and multicultural education programs for emergent bilingual education. Includes an overview of the history and legislation related to the education of emergent bilingual students, identification and placement, as well as the various models, theoretical and philosophical underpinnings, and pedagogical practices that constitute sound educational practices for emergent bilingual students. Same as EDUC 5425.
EDUC 4625 - Methods of Teaching English Language Development
Primary Instructor
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Spring 2021 / Spring 2022
Prepares students to teach English as a new language in K-6 U.S. public schools. Grounded in theoretical understandings of language acquisition and development, students develop resources and strategies to plan instruction for emergent bilingual children. Oral language development, literacy, and content-area language instruction are emphasized, with a focus on supporting children's linguistic, cognitive, academic and social development.
EDUC 5425 - Introduction to Bilingual/Multicultural Education
Primary Instructor
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Spring 2018 / Fall 2018 / Fall 2021
Provides an introduction for currently practicing K-12 teachers and non-specialists to bilingual and multicultural education programs for emergent bilingual students. Includes an overview of the history and legislation related to the education of emergent bilingual students, identification and placement, as well as the various models, theoretical and philosophical underpinnings, and pedagogical practices that constitute sound educational practices for emergent bilingual students. Same as EDUC 4425.
EDUC 5605 - Research Issues in Bilingual Education
Primary Instructor
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Spring 2019 / Fall 2019 / Spring 2020 / Spring 2021 / Fall 2021
Offers practical experience in the review, critique, conceptualization, and writing of research studies in bilingual/ESL education. Provides experience in the design of classroom evaluation systems.
EDUC 5615 - Second Language Acquisition
Primary Instructor
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Fall 2019 / Fall 2020
Presents a broad survey of second-language acquisition research. Stresses theoretical concerns and research findings and practical applications to teaching second languages. Gives special emphasis to second-language acquisition.
EDUC 5625 - Methods of Teaching English as a Second Language
Primary Instructor
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Spring 2020
Exposes students to strategies used to teach English as a second or foreign language. Covers both theoretical and applied aspects of language learning and teaching. Exposes students to techniques, activities, strategies and resources to plan instruction for students learning English as a second language. Emphasizes oral language development, literacy and content-area instruction for teaching K-12 students. Recommended prerequisite: EDUC 5615.
EDUC 8730 - Advanced Qualitative Data Analysis
Primary Instructor
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Spring 2019 / Spring 2022
Requires students begin semester with qualitative data already collected (from class project, pilot study, dissertation). Instructors present diverse methods of analyzing data and writing about interpretations. Instructors customize part of course to address specific topic of expertise, e.g., discourse analysis, video analysis, textual analysis, ethnographic analysis. May be repeated up to 12 total credit hours.
