The MLRC is co-led by three directors, each with unique expertise, who set the vision and direction of the center to accomplish the mission of advancing outcomes for multilingual learners through socially just research.
Mariana Castro, Co-Director
Qualitative Research
At the start of her career, Mariana Castro worked with students with significant disabilities and later with bilingual and multilingual students and their families in Madison schools. She also taught science, ESL and bilingual education and coordinated and supported the implementation of bilingual programs in the district. Mariana joined WIDA in 2006 to lead professional learning. Since then, she has held positions directing standards development, and research and evaluation. Some of her development projects include WIDA Standards and related initiatives for early years and K—12 in English and Spanish. As a teacher educator, Mariana served as adjunct faculty at Edgewood College and UW—Whitewater, and briefly coordinated the secondary ESL certification at UW—Madison.
Mariana has a PhD in Curriculum and Instruction from the UW—Madison and a master’s degree from UW—Whitewater. She currently serves as the principal investigator for research related to the integration of language and core teaching practices; the use of innovative technology in supporting the teaching of multilingual learners; curriculum and instruction in dual language immersion programs; and the preparation of future and current teachers to help multilingual students learn and thrive in our schools. Mariana is also affiliate faculty in the Education Policy Studies Department and a developer and facilitator of The Discussion Project and Deliberation Dinners at the UW—Madison.
Mariana brings over 30 years of experience in education to her research and development work. In her research, Mariana integrates her background as an educator, her passion for working with bilingual and multilingual children, youth and their teachers, and her commitment to social justice.
Email: mariana.castro@wisc.edu
LinkedIn: linkedin.com/in/mariana-castro-17053146
Google Scholar: https://scholar.google.com/citations?user=7G8ogDMAAAAJ&hl=en
- Román, D., Castro, M., Baeza, C., Knab, R., Huss-Lederman, S., and Chacón, M. (2021). Resilience, collaboration, and agency: Galapagos teachers confronting the disruption of COVID-19. The Journal of Environmental Education, 52 (5), pp. 325-334.
- Djuraeva, M., Nguyen, D., and Castro, M. (2022). Bilingual investments of dual language immersion program alumni. International Journal of Bilingual Education and Bilingualism, pp. 1-14.
- Castro, M. (2018). Contesting language policies and practices in multilingual American classrooms. In M. Djuraeva & F. Tochon (Eds.), Language policy or the politics of language: Re-imagining the role of language in a neoliberal society. Deep University Press.
- Castro, M. & Romero Johnson, S. (2020). Advancing equity in dual language programs: A guide for leaders. Velázquez Press.
- Boals, T., Castro, M., & Shafer, L. (2018). Moving Beyond Assumptions of Cultural Neutrality to Improve Accessibility and Opportunity to Learn for ELs, in Elliott, S.N., Kettler, R.J., Beddow, P.A., & Kurz, A. (Eds.). Handbook of accessible instruction and testing practices. New York: Springer.
Jon Nordmeyer, Co-Director
School Network
Jon Nordmeyer is an international educator and researcher. From 2015 to 2023, he served as the WIDA international programs director, guiding the research, development and implementation of WIDA resources to support a network of over 500 international schools. He comes to the MLRC with more than 30 years as a teacher leader in K—12 international schools in China, Ecuador, The Netherlands, Taiwan, Turkey and Thailand. He co-edited the book Integrating Language and Content (TESOL 2010) and has published articles in The International Educator, Journal of Staff Development, International Schools Journal, Educational Leadership, Current Issues in Comparative Education, Teachers College Record and Global Education Review. Jon holds a BA in Classical Archaeology from Dartmouth College, an MA in TESOL from School for International Training and is pursuing a PhD in Educational Leadership and Policy Analysis at the UW—Madison. Jon’s work focuses on how global networks can support school improvement, both within and across international school communities.
Email: jon.nordmeyer@wisc.edu
LinkedIn: https://www.linkedin.com/in/jon-nordmeyer-b6b1b511/
Google Scholar: https://scholar.google.com/citations?user=FD3bAC8AAAAJ&hl=en
- Nordmeyer, J. (2023). From Testing to Teaching: Equity for Multilingual Learners in International Schools. Teachers College Record, 125(7-8), 247-275. https://journals.sagepub.com/doi/abs/10.1177/01614681231194413
- Nordmeyer, J. & Bettney Heidt, E. (2022). Equity for Multilingual Learners: A Global Network Response to the Pandemic. Current Issues in Comparative Education, 24(2), 119–122. https://journals.library.columbia.edu/index.php/cice/article/view/9414
- Bettney Heidt, E. & Nordmeyer, J. (2021).Glocal network shifts: Exploring language policies and practices in international schools. Global Education Review, 8(2). https://ger.mercy.edu/index.php/ger/article/view/608
- Nordmeyer, J., Boals, T., MacDonald, R., & Westerlund, R. (2021, March 1). What does equity really mean for multilingual learners? ASCD. https://www.ascd.org/el/articles/what-does-equity-really-mean-for-multilingual-learners
- Nordmeyer, J. & Bettney Heidt, E. (2020). A Global Community of Practice: Teaching Multilingual Learners Online. International Schools Journal.
- Nordmeyer, J., & Wilson, C. (2020). Immersion in Collaboration: Supporting Multilingualism and Academic Success. International Schools Journal, 40(1).
Carrie Parker, Co-Director
Quantitative & Applied Research
Caroline (Carrie) E. Parker, Ed.D.,leads research and technical assistance to improve learning for culturally and linguistically diverse students, with a particular interest in how language learning intersects with disabilities. She co-designs her research and technical assistance through an equity lens, recognizing the important opportunity for research to both reveal or hide inequities and opportunities for change.
Carrie’s work in educational research has spanned more than 20 years. In addition to working directly with district and state educators to better understand learning and outcomes for multilingual learners and students with disabilities, Carrie has worked with both the Regional Educational Laboratories and the Regional Comprehensive Centers programs, designing research and technical assistance to meet the needs of students and educators. This has included working with state leaders to re-envision their statewide English learner programs and looking at district practices to improve learning experiences for multilingual learners who may have learning disabilities. Parker’s work with students with disabilities includes multiple district reviews of special education programs as well as federally funded studies of programs for students with disabilities across K-12. She has led research studies funded by the Institute of Education Sciences and the National Science Foundation (NSF), examining the impact of a literacy intervention on reading levels of students with significant cognitive disabilities and the role of an innovative program providing students with intellectual disabilities access to college courses, among others. She has also received funding from the Hewlett and Schusterman Foundations to better understand culturally sustaining teaching practices.
Email: cparker32@wisc.edu
LinkedIn: https://www.linkedin.com/in/carrie-parker-09843130/
Google scholar: https://scholar.google.com/citations?user=8fSB1YIAAAAJ&hl=en
Parker, C.E., Partika, A., & Rutherford-Quach, S. (2024). Strengthening the Teacher Workforce to Support Multilingual Learners: A Tool for State Educational Agencies. National Comprehensive Center at Westat.
Amaya, D.R., Parker, C.E., & Thomas, K. (2024). Culturally sustaining pedagogy & open educational practices in K-8 amidst high-stakes testing. In T. Tijerina (Ed.), Pedagogy Opened: Innovative theory and practice (pp.79-96). University of North Georgia Press. https://alg.manifoldapp.org/read/pedagogy-opened-vi-a3/.
Chopra, Ruchika (Host). (2023, September 12). Multilingual learners: Knowing your students and research. [Audio podcast episode] In Collabcast. Urban Collaborative. https://collabcast-episode-1-familes-communities-3ef1e43b.simplecast.com/episodes/multilingual-learners-knowing-your-students-and-research
Parker, C. E., & Shibre, E. (2021). New England profiles of innovation: Margarita Muñiz Academy. Innovation and the Future of Learning, Center for Reinventing Public Education. https://crpe.org/profiles-of-innovation-margarita-muniz-academy/
Grindal, T., Parker, C. E., Garcia, E., & Rodriguez, S. (2021). Determining special education eligibility of English learners (Practitioner Brief February 2021). U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. https://ies.ed.gov/sites/default/files/migrated/rel/regions/northeast/pdf/DeterminingSpecialEducationEligibilityofEnglishLearners.pdf
Kieffer, M. J., & Parker, C. E. (2017). Graduation outcomes of students who entered New York City public schools in grade 5 or 6 as English learner students (REL 2017–237). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Northeast & Islands. Retrieved from https://ies.ed.gov/sites/default/files/migrated/rel/regions/northeast/pdf/REL_2017237.pdf.
Esther Bettney Heidt
School Network Researcher
Since 2005, Esther Bettney Heidt has worked in the field of international education as a classroom teacher, school administrator, teacher educator and educational researcher, primarily based in Latin America. As the MLRC School Network Researcher, Esther collaborates with educators through various research activities, focused on how to serve multilingual learners within the context of international schools. She is currently investigating educators’ experiences and perceived outcomes as they engage in action research through the MLRC School Network.
Esther holds a PhD in Curriculum & Instruction from the UW—Madison. She has a robust publication record, including articles in the Journal of Research in International Education, Journal of Language, Identity and Education, Teachers College Record and Canadian Journal of Applied Linguistics, as well as various book chapters. She has taught undergraduate and graduate-level education courses at the UW—Madison, Buffalo State University, and Queen’s University (Canada) and frequently presents at national and international conferences. Her work reflects her commitment to support, advocate for and engage in research that centers the experiences of multilingual students, their families and their schools.
- Bettney Heidt, E. & Olson-Wyman, S. (2025). International School Teachers’ Language Ideologies: An Exploration through Methodological Pluralism. Journal of Research in International Education. 24(1).
- Bettney Heidt, E. (2023). A Critical Examination of Language Ideologies and Policies in an International School in Colombia.Teachers College Record. 125(7-8).
- Hyun, J., Bettney Heidt, E. & Prasad, G. (2022). Designing Critical Multilingual Multiliteracies Projects in Two-Way Immersion Classrooms: Affordance and Impacts on Students. Canadian Journal of Applied Linguistics. Special Issue Eds. C. Payant & Y. Kim. 25(3), 1-32.
- Bettney Heidt, E. (2021). The Negotiation of Students’ National Identities in a Bilingual School in Honduras, Journal of Language, Identity & Education, 20, 271–284.
- Bettney Heidt, E. & Nordmeyer, J. (2021). Glocal network shifts: Exploring language policies and practices in international schools. Global Education Review, 8(2).
Amanda Kruger
Research Program Manager
Email: amkruger2@wisc.edu
Amanda Kruger is the research program manager for the Wisconsin Center of Education. She worked in a local research practice partnership for 5 years at WCER prior to joining the MLRC in July 2023 half-time. Amanda assists with grant applications, research agenda development, community outreach, dissemination, and everything else research related!
Allison Monday
Project Manager
Email: almonday@wisc.edu
Allison Monday is a Project Manager for the MLRC School Network. She is passionate about education, having been an elementary teacher for 25 years prior to coming to WCER in 2018. Allison enjoys finding ways to connect teachers with researchers to improve student learning. She supports the MLRC School Network team with coordination of post-Research Symposium participation and engagement of School Network teams.
Sarah Ferrier
School Network Coordinator
Email: sjferrier@wisc.edu
Sarah Ferrier is the School Network Coordinator at MLRC. She comes to the MLRC from her work in community engagement at the Institute for Clinical and Translational Research at the UW – Madison. Sarah taught English in Spain for two years and is looking forward to working with schools internationally. Sarah has a passion for connecting with people and building community around shared stories. Sarah holds a BA in International Studies and Spanish from Willamette University.
Annabella (Bella) Yang
MLRC Communications Intern
Email: aeyang@wisc.edu
Bella Yang is the Communications intern at the MLRC, where she assists with website management, social media creation, and outreach efforts. Bella is currently studying Consumer Behavior and Marketplace Studies at the University of Wisconsin – Madison, with two certificates in Asian American Studies w/ a HMoob Emphasis and Digital Studies.
