Patrick Proctor investigates the intricacies of bilingualism and literacy, focusing on learners from Spanish-speaking homes. His broader expertise ranges from second language acquisition to curriculum development and language policy in U.S. schools.
Since 2006, he has been a professor in the Lynch School, where he directs the Curriculum and Instruction doctoral program. He recently started a project to develop the Lynch School’s Teaching Dual Language Learners micro-credential, which will be the only pre-service teacher training program that prepares teachers to work in dual language immersion classrooms. He also serves on the editorial boards of Applied Psycholinguistics and Language, Speech, and Hearing Services in Schools.
Proctored was honored in 2011 with the American Educational Research Association Outstanding Reviewer award, he is coeditor of Teaching Emergent Bilingual Students: Flexible Approaches in an Era of New Standards, and he has coauthored numerous peer-reviewed articles. He earned his bachelor’s degree from Clark University, his master’s degree from Stanford University, and his doctorate of education from Harvard University.
Proctor is advisor to many national projects and boards, and he has conducted two long-term studies of learning. His work has received funding from the U.S. Department of Education’s Institute of Education Sciences and the Office of Special Education Programs.