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Elaine Allard

Associate Professor

Director, Teaching & Learning Commons

Educational Studies


  2. Phone: (610) 328-8635
  3. Pearson Hall 203

ELAINE C. ALLARD is an Associate Professor of Educational Studies and, since Fall 2022, the inaugural director of the Teaching & Learning Commons at Swarthmore College. Her ethnographic research and teaching focus on immigrant and emergent bilingual education, including on the impact of undocumented status on students’ experiences in high school and college. A former Philadelphia high school ESL teacher, Elaine is committed to continuing to support immigrant students and their teachers through her teaching, service, and collaborative research.  


Ph.D., University of Pennsylvania
M.A. University of Pennsylvania
B.A., Swarthmore College

Selected Publications 

Allard, E., Schlaker, R., & Phillips, K. (2023). Caring across linguistic difference: translanguaging pedagogies for low-overlap interactionsLanguage and Education, DOI: 10.1080/09500782.2023.2177514

Allard, E. & Mayorga, E. (2022). Sanctuary in policy and practice at Swarthmore College. In C. Barry, A. Rodriguez, & R. Ward (Eds.) The Road to Sanctuary: Building Power and Community in Philadelphia. Washington, DC: Lexington Books.

Allard, E., Apt, S., & Sacks, I. (2019). Language policy and practice in almost-bilingual classrooms, International Multilingual Research Journal, 13(2), 73-87.

Allard, E., Hamel Sellman, J., Torres, B., Schwarz, S., & Castillo, R. (2018). “A Promise to Support Us": Undocumented Experiences on a Sanctuary Campus, Special Issue, Latinx Education Policy and Resistance in the Trump Era, Association of Mexican American Educators Journal, 12(3), 53-75.

Allard, E. (2017). Re-examining teacher translanguaging: An ecological perspective. Bilingual Research Journal, 40 (2), 116-130.

Allard, E. (2016). Latecomers: The sources and impacts of late arrival among adolescent immigrant students Anthropology & Education Quarterly, 47 (4), 366-384.

Allard, E. (2015). Undocumented status and schooling for newcomer teens. Harvard Educational Review, 85 (3), 478- 501.


EDUC 014: Pedagogy and Power: Introduction to Education

EDUC 053. Educating Emergent Bilinguals

EDUC 056. Teaching English as a Second Language

EDUC 065. Educational Research for Social Change: Qualitative Methods

EDUC 096/097/180: Thesis/ Honors Thesis

EDUC 153. Latinos and Education

EDUC 152. Immigration and Education