Lizette Peter, associate professor, joined the Department of Curriculum and Teaching at KU in the fall of 2005. Peter earned a BA in French with secondary teaching certification from the University of Montana, an MA in anthropology from the University of Kansas, and a PhD in Curriculum and Instruction with emphases in TESOL and ethnolinguistics from the University of Kansas. Prior to coming to KU, Peter was a public school teacher of French and English as a Second Language and served as the English as a Foreign Language training coordinator for the Peace Corps in Armenia, Kiribati, and Sri Lanka.
Since 2000, Peter has been an advisor to Cherokee Nation and other Native American groups and organizations working toward the revitalization of endangered languages. She has published research in Anthropology and Education Quarterly, the Bilingual Research Journal, the International Journal of Applied Linguistics, and the International Journal of Bilingual Education and Bilingualism, as well as in several book chapters, and has presented at regional and national conferences of TESOL, American Educational Research Association, National Association of Bilingual Education, American Association of Applied Linguistics, and the American Association of Anthropology. She has also served on the editorial board of the Journal of Immersion and Content-Based Language Education.
Peter Specializes in TESOL.
Peter’s primary research interests are related to the teaching and learning of languages. One facet of her research explores how teachers in K-12 schools can effectively work with students who are non-native speakers of English; a second facet of her research documents the acquisition of the Cherokee language by children in an immersion school in Oklahoma and how this program contributes to the transmission of Cherokee to a new generation of speakers.
Peter, L. Hirata-Edds, T. Feeling, D. Kirk, W. Mackey, R. & Duncan, P. T. (2017). The Cherokee Nation Immersion School as a Translanguaging Space. Journal of American Indian Education, 56(1), 5 - 31. DOI:10.5749/jamerindieduc.56.1.0005 http://www.jstor.org/stable/10.5749/jamerindieduc.56.1.0005