Karen Thompson

Assistant Professor
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Office: 541-737-2988

Joyce Collin Furman Hall

Joyce Collin Furman Hall 301B

200 SW 15th Street

200 SW 15th Street
Corvallis, OR 97331
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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Affiliated with: 
College of Education
OSU Main Campus
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 the Castañeda 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:

Robinson-Cimpian, J. P., Thompson, K. D., & Umanksy, I. M. (2016). Research and policy considerations for English learner equityPolicy Insights from the Behavioral and Brain Sciences, 3(1), 129-137.

Robinson-Cimpian, J. P. & Thompson, K. D. (2015). The effects of changing test-based policies for reclassifying English learnersJournal of Policy Analysis and Management. Advance online publication. doi: 10.1002/pam.21882

Thompson, K. D. (2015). Questioning the Long-Term English Learner label: How classification and categorization can blind us to students’ abilitiesTeachers College Record, 117(12), 1-50.

Thompson, K. D. (2015). English learners’ time to reclassification: An analysisEducational Policy. Advance online publication. doi: 10.1177/0895904815598394

Thompson, K. D. (2013). Is separate always unequal? A philosophical examination of ideas of equality in key cases regarding racial and linguistic minorities in educationAmerican Educational Research Journal, 50(6), 1249-1278.

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.

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.