This is a book about an innovative professional development program for teachers at a Texas university, written by one of the professors who led the program. The author’s central argument is that teacher leadership has become essential to educational equity, given teachers’ unique positioning at the interface between an increasingly diverse student body and top-down political mandates for educational and linguistic standardization. For Palmer, advocacy for minoritized students is at the heart of teacher leadership; for certified bilingual teachers, this specifically involves advocacy to support students’ bilingual, biliterate and bicultural development. To this end, she establishes a theoretical framework for teacher leadership in multilingual and multicultural contexts, while offering a convincing and hopeful vision for the potential of teacher-leaders to bring about transformative change in diverse schools. Palmer’s findings in this regard emerged directly from the collective experience of the bilingual educators who participated in the professional development program: her ethnographic research triangulated and thematically analyzed teachers’ written and on-line coursework, her own field notes, and interviews with focal participants. The program’s full title was Proyecto Maestría Collaborative for Leadership in Bilingual/ESL Education, and it was grant-funded by the federal government from 2008–2013. The grant provided full scholarships for a total of 53 participants in five cohorts, all of whom had at least five years of teaching experience as certified bilingual education teachers; participants earned a tuition-free master’s degree. Their coursework over 15 months emphasized drawing connections between educational theories and personal experiences, and included an action-research component at participants’ school sites (for details, see chapter 4). Because the author provides concrete guidance for implementing a graduate program in bilingual teacher leadership, the primary audience for this book is teacher educators in bilingual education. However, because of the broader issues it raises, the research is interesting to a wider audience of educators and academics interested in intersections between social justice and linguistic diversity. Bilingual education contexts encapsulate and exemplify the issues at the heart of contemporary critical applied linguistics: language, learning, power, and identity. When I compare Teacher Leadership for Social Change to much of the previous research in bilingual education, I particularly appreciate this book for confronting these inherent ideological issues clearly, compassionately, explicitly, and directly. A thorough literature review, co-written by doctoral student Kimberly Strong, connects this book to the broader literatures on bilingual education and teacher leadership, while convincingly demonstrating the paucity of studies focusing on teacher leadership in multilingual settings. While the bilingual education literature (e.g. de Jong, 2011) has consistently advocated for academic biliteracy and home language maintenance, there has been little research on teacher leadership to achieve these goals. Instead, much of the teacher leadership research assumes homogeneous student bodies, often white and middle-class, or at least monolingual in English, while studies of leadership for diverse schools have primarily focused on principals or other administrators.

中文翻译：

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双语和双文化教育中社会变革的教师领导，作者：Deborah K. Palmer

这是一本关于德克萨斯大学教师创新专业发展计划的书，由领导该计划的一位教授撰写。作者的中心论点是，鉴于教师在日益多样化的学生群体与自上而下的教育和语言标准化政治任务之间的接口上的独特定位，教师领导力已成为教育公平的必要条件。对于帕尔默来说，为少数族裔学生提供支持是教师领导力的核心；对于获得认证的双语教师，这特别涉及支持学生双语、双语和双文化发展的倡导。为此，她建立了多语言和多文化背景下教师领导力的理论框架，同时为教师领导者在不同学校带来变革性变革的潜力提供了令人信服和充满希望的愿景。帕尔默在这方面的发现直接来自参与专业发展计划的双语教育者的集体经验：她的民族志研究对教师的书面和在线课程作业、她自己的实地笔记以及对重点参与者的采访进行了三角和专题分析。该计划的全称是 Proyecto Maestría Collaborative for Leadership in Bilingual/ESL Education，它在 2008-2013 年由联邦政府资助。该补助金为五个队列的总共53名参与者提供全额奖学金，他们都具有至少五年的双语教育认证教师教学经验；参与者获得了免学费硕士学位。他们超过 15 个月的课程强调在教育理论和个人经历之间建立​​联系，并包括在参与者学校网站上的行动研究部分（详情参见第 4 章）。由于作者为实施双语教师领导力研究生课程提供了具体指导，因此本书的主要读者是双语教育教师。然而，由于它提出了更广泛的问题，这项研究对更广泛的对社会正义和语言多样性之间的交叉感兴趣的教育工作者和学者感兴趣。双语教育环境概括并体现了当代批判性应用语言学的核心问题：语言、学习、权力和身份。当我将教师领导社会变革与之前双语教育的许多研究进行比较时，我特别欣赏这本书清晰、富有同情心、明确和直接地直面这些固有的意识形态问题。由博士生金伯利·斯特朗 (Kimberly Strong) 合着的详尽文献综述将本书与有关双语教育和教师领导力的更广泛文献联系起来，同时令人信服地证明了关注多语言环境中教师领导力的研究的缺乏。虽然双语教育文献（例如 de Jong，2011）一直倡导学术双语能力和家庭语言维护，但很少有关于教师领导力以实现这些目标的研究。相反，大部分教师领导力研究都假设学生群体是同质的，