Ph.D. in Curriculum, Instruction and Teacher Education (specializations in literacy and language learners), Michigan State University
M.Ed. in Literacy Studies (Kindergarten-12th grade Reading Specialist), Grand Valley State University
B.A. in English/Language Arts and Elementary Education, Grand Valley State University
Biliteracy and multilingual development
Lisa Domke is an assistant professor of language and (bi)literacy education in the College of Education & Human Development’s Department of Early Childhood and Elementary Education. Previously, she has worked in a summer migrant education program, as a general elementary teacher and as an elementary Spanish immersion teacher. Her research interests center around biliteracy – specifically, how elementary children develop reading and oral language skills in multiple languages. She also has interests in children’s literature and disciplinary literacy with a focus on language learners.
Her work has been published in several literacy and language journals, including the Journal of Literacy Research, The Reading Teacher, Reading Horizons, the Journal of Language and Literacy Education and the Michigan Reading Journal.
Wright, T.S. and Domke, L.M. (2019). “The role of language and literacy in K-5 science and social studies standards.” Journal of Literacy Research, 51(1), 5-29.
Edwards, P.A., Spiro, R.J., Domke, L.M., Castle, A.M., White, K.L., Peltier, M.R., and Donohue, T.H. (2019). Partnering with families for student success: 24 scenarios for problem solving with parents. New York: Teachers College Press.
Domke, L.M. (2018). “Probing the promise of dual-language books.” Reading Horizons, 57(3), 20-48. (Open-access: https://scholarworks.wmich.edu/reading_horizons/vol57/iss3/3/)
Weippert, T.L., Domke, L.M., and Apol, L. (2018). “Creating a third space through intertextuality: Using children’s literature to develop prospective teachers’ critical literacy.” Journal of Language and Literacy Education, 14(2), 1-23.
Domke, L.M., Weippert, T.L., and Apol, L. (2018). “Beyond school breaks: Reinterpreting the uses of film in classrooms.” The Reading Teacher, 72(1), 51-59.