Office & Hours

Office: SZB 440E

(512) 232-4015

(512) 471-8460

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Courses of Instruction
Graduate Courses:        
   EDC 382E: Teaching in the Elementary Classroom: Bilingual Education
   EDC 385G: Teacher Leadership in Bilingual/ESL Education
   EDC 385G: Dual Language Education Research: Issues and Trends
Undergraduate Courses:
            ALD 325: Second Language Acquisition
            EDC 371: Foundations of Bilingual Education

Mailing Address
The University of Texas at Austin
Curriculum & Instruction
1 University Station
Austin, TX 78712-0379
UT Mail Code: D5700

Full Vita
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Research interests include ethnography and discourse analysis in diverse multilingual settings, bilingual education programs, policy and practice, dual language/two-way immersion education, and inservice bilingual teacher education. 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 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. Dr. Palmer is an affiliate faculty member in the Cultural Studies in Education program area, and a member of the Graduate Studies Committee for Foreign Language Education.




Ph.D., 2004, Education in Language, Literacy and Culture

      University of California, Berkeley

  • Areas of study: bilingual education, dual language education, discourse analysis and ethnography, language minority policy, politics and programs
  • Dissertation: “Educating for Equity in a Dual Immersion Classroom: ‘¡no interrumpas!’


Representative Publications

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

Palmer, D. (2011). The discourse of transition: Teachers’ language ideologies within Transitional Bilingual Education programs. International Multilingual Research Journal 5(1), 103-122

Palmer, D. & Snodgrass-Rangel, V. (2011). High stakes accountability and policy implementation: Teacher decision making in bilingual classrooms in Texas. Educational Policy 25(4), 614-647.

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.

Recent Awards

  • Recipient, Early Career Reviewers Award, Bilingual Research Journal (2011).
  • Recipient, Teacher of the Year for the College of Education, “Texas Exes” Alumni Association Teaching Awards (2008).

Current Research Projects and Grants

Co-Principal Investigator/Project Director, Department of Education, Title III National Professional Development Project,

  • Title: Proyecto Maestría Collaborative for Teacher Leadership in Bilingual/ESL Education.
  • Project Goal: To improve quality and increase quantity of bilingual education/ESL teachers in the Austin metroplex.
  • Grant Period: 2007-2012
  • Award: $1,456,887

Research Interests and Expertise

Bilingual education policy, politics and practice, Multiliteracies, Dual Language Education, Discourse Analysis