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Margaret Burns

Associate Professor
Literacy

Meg Margaret Burns

Meg is a faculty member in the English Language Learning/TESOL programs at Lesley. She specializes in the theoretical and pedagogical foundations of bilingual education, with a focus on Spanish-English paired literacy instruction in elementary Dual Language schools. Her research also investigates issues of culture, race, and power in linguistically diverse settings, specifically Two-Way Dual Language schools.

Meg teaches courses in first and second language acquisition, early language and literacy development, sheltered English instruction, culturally responsive pedagogy, family and community engagement, and qualitative research methods. In professional development settings, Meg works with both monolingual and bilingual teachers to build classroom practices which support emerging bilingual learners’ oral language development as a foundation for biliteracy.  

After learning Spanish as a second language, Meg began her teaching career as a first grade Two-Way Dual Language Spanish immersion teacher. She is a past president and serves on the board of the Multistate Association for Bilingual Education (MABE). She is also a member of the Bilingual Education Research Special Interest Group of the American Educational Research Association, and serves on the Massachusetts Board of Education's English Learner and Bilingual Advisory Council.

Education: BA, Vassar College; MA in Applied Linguistics, University of Massachusetts, Boston; PhD in Bilingual Multicultural Education, University of Colorado, Boulder.

Selected Publications and Presentations

Burns, M. (2017) “Compromises that we make:” Whiteness in the dual language context. Bilingual Research Journal, 40(4).

Burns, M. (2017, April). “Kids Naturally Segregate:” Exploring Integration and School Culture in a Two-Way Dual Language Program. Paper to be presented at American Educational Research Association Annual Meeting, San Antonio, TX.   

Awards

First place winner, Dissertation Award, American Educational Research Association Bilingual Education Research Special Interest Group, 2017