Karen Thompson

Assistant Professor
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Ph.D. in Educational Linguistics, Stanford University, 2012
M.A. in Education; Bilingual, Crosscultural, Language and Academic Development Teaching Credential, University of California, Berkeley, 2002
B.A. with double major in English and American Literature and in Political Science, Brown University, 1996
Curriculum Vitae: 

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Research/Career Interests: 

My research addresses how curriculum and instruction, teacher education, and policy interact to shape the classroom experiences of English learners (ELs) in K-12 schools, within the broader political, historical, economic, and sociocultural context. Across the diverse projects I conduct, I seek to further the goals for educational practices for ELs laid out in theCastañeda decision – that such practices be based on sound theory, be well-implemented, and have positive academic outcomes for ELs. In approaching this research, I apply a wide variety of methods, ranging from discourse analysis to multilevel statistical modeling, to illuminate English learners’ experiences in classrooms. While I document the mismatch that frequently exists between the needs of English learners and their schooling experiences, I also identify particular contexts and conditions that appear to facilitate students’ English acquisition and academic achievement.


Selected Publications:

Thompson, K. D. (in press). Is separate always unequal? A philosophical examination of ideas of equality in key cases regarding racial and linguistic minorities in education. American Educational Research Journal.

Hopkins, M., Thompson, K. D., Linquanti, R., August, D., & Hakuta, K. (2013). Fully accounting for English learner performance: A key issue in ESEA reauthorization. Educational Researcher 42(2): 101-108.

Smith, R., Johnson, M., & Thompson, K. D. (2012). Data, our GPS. Educational Leadership, 69(5), 56-59.

Thompson, K. D. and Hakuta, K. (2011). Education and bilingualism. In J. P. Gee and M. Handford (Eds.), The Routledge handbook of discourse analysis (pp. 396-411). New York: Routledge.

Wentworth, L., Pellegrin, N., Thompson, K. D., & Hakuta, K.  (2010). Proposition 227 in California: A long-term appraisal of its impact on language minority student achievement. In P. Gándara and M. Hopkins (Eds.), Forbidden language: English learners and restricted language policies (pp. 37-49). New York: Teachers College Press.

My Publications

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