Deborah K. Palmer is a Professor in the School of Education at the University of Colorado Boulder, USA. She conducts qualitative research using ethnography and discourse analysis in linguistically diverse settings, with a particular interest in bilingual education policy and politics, critical additive bilingual education, and translanguaging.

This is the first book to deeply examine teacher leadership within bilingual education, making it a must-read for researchers and practitioners alike. Palmer’s writing is anchored in ample rich data that she very thoughtfully presents, offering readers new understandings about bilingual teacher leadership as well as a model of teacher leader preparation for others to emulate.

• AcknowledgementsChapter 1: Why Bilingual Teacher Leadership?Chapter 2: Literature Review: Defining Bilingual Teacher Leadership (with Kimberly Strong)Chapter 3: Developing Teacher Agency and Identity in Bilingual/Bicultural Educational Contexts: Critical Pedagogies for Hope and TransformationChapter 4: The Proyecto Maestría Program and the TeachersChapter 5: Bilingual Teacher Leaders are Reflexive PractitionersChapter 6: Bilingual Teacher Leaders are Cultural/Linguistic BrokersChapter 7: Bilingual Teacher Leaders are CollaboratorsChapter 8: Conclusion: Bilingual Teacher Leaders are Advocates and Change Agents

Deborah K. Palmer is a Professor in the School of Education at the University of Colorado Boulder, USA. She conducts qualitative research using ethnography and discourse analysis in linguistically diverse settings, with a particular interest in bilingual education policy and politics, critical additive bilingual education, and translanguaging.

This is the first book to deeply examine teacher leadership within bilingual education, making it a must-read for researchers and practitioners alike. Palmer’s writing is anchored in ample rich data that she very thoughtfully presents, offering readers new understandings about bilingual teacher leadership as well as a model of teacher leader preparation for others to emulate.

• AcknowledgementsChapter 1: Why Bilingual Teacher Leadership?Chapter 2: Literature Review: Defining Bilingual Teacher Leadership (with Kimberly Strong)Chapter 3: Developing Teacher Agency and Identity in Bilingual/Bicultural Educational Contexts: Critical Pedagogies for Hope and TransformationChapter 4: The Proyecto Maestría Program and the TeachersChapter 5: Bilingual Teacher Leaders are Reflexive PractitionersChapter 6: Bilingual Teacher Leaders are Cultural/Linguistic BrokersChapter 7: Bilingual Teacher Leaders are CollaboratorsChapter 8: Conclusion: Bilingual Teacher Leaders are Advocates and Change Agents

Deborah K. Palmer is a Professor in the School of Education at the University of Colorado Boulder, USA. She conducts qualitative research using ethnography and discourse analysis in linguistically diverse settings, with a particular interest in bilingual education policy and politics, critical additive bilingual education, and translanguaging.

This is the first book to deeply examine teacher leadership within bilingual education, making it a must-read for researchers and practitioners alike. Palmer’s writing is anchored in ample rich data that she very thoughtfully presents, offering readers new understandings about bilingual teacher leadership as well as a model of teacher leader preparation for others to emulate.

• AcknowledgementsChapter 1: Why Bilingual Teacher Leadership?Chapter 2: Literature Review: Defining Bilingual Teacher Leadership (with Kimberly Strong)Chapter 3: Developing Teacher Agency and Identity in Bilingual/Bicultural Educational Contexts: Critical Pedagogies for Hope and TransformationChapter 4: The Proyecto Maestría Program and the TeachersChapter 5: Bilingual Teacher Leaders are Reflexive PractitionersChapter 6: Bilingual Teacher Leaders are Cultural/Linguistic BrokersChapter 7: Bilingual Teacher Leaders are CollaboratorsChapter 8: Conclusion: Bilingual Teacher Leaders are Advocates and Change Agents