1
MARI HANEDA
Curriculum Vitae
Prepared on April 1, 2021
Dept. of Curriculum & Instruction
155 Chambers Building
Penn State University
University Park, PA 16802
EDUCATION
Graduate Degrees Earned
Ph.D.
Second Language Education
Department of Curriculum,
Teaching & Learning
Ontario Institute for Studies in
Education/University of
Toronto, Canada
2000
M.Ed.
Second Language Education
Department of Curriculum
Ontario Institute for Studies in
Education, Canada
1995
ACADEMIC HISTORY
Post-Doctorate Academic Employment
2020 July – Professor ELL/World Languages Education & Applied Linguistics
2013-2020 Associate Professor Graduate emphases: Second Language Education;
Tenured Language, Culture, & Society
Co-Director of the ESL Program Specialist Certificate
Dept. of Curriculum & Instruction, College of Education,
Penn State University
2011-2013
Associate Professor
Foreign/Second Language Teaching
School of Teacher Education, College of Education,
Florida State University
2009-2011
Associate Professor
Foreign, Second, Multilingual Language Education
Tenured
(FSMLE)
Graduate emphases: FSMLE
Language, Society, & Education
School of Teaching & Learning
College of Education and Human Ecology
Ohio State University
2004-2009
Assistant Professor
Foreign/Second Language Education (FSLED)
Graduate emphases: FSLED
Language, Society, & Education
School of Teaching & Learning
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College of Education and Human Ecology
Ohio State University
2003-2004
Assistant Professor
English as a Second Language Education
Dept. of Teaching, Learning, and Teacher Education
College of Education & Human Sciences
University of Nebraska-Lincoln
01-05/2003
Visiting Assistant Prof
English as a Second Language Education
Dept. of Bicultural and Bilingual Studies
College of Education
University of Texas, San Antonio
2000-2002
Postdoctoral Fellow
Center for Research on Education, Diversity & Excellence
in Education
University of California, Santa Cruz
PUBLICATIONS
EDITED BOOKS (REFEREED)
Haneda, M., & Nassaji, H. (Eds.). (2019). Perspectives on language as action. Bristol, UK: Multilingual
Matters.
EDITED JOURNAL ISSUES (REFEREED)
Haneda, M. (Ed.). (2017). Dialogic learning and teaching across diverse contexts: Promises and
challenges. A special themed issue in Language and Education, 31(1), 1-92.
Haneda, M. (Ed.). (2014). Academic language and English learners: Theory and practice. A special
themed section in Linguistics and Education, 24, 88-154. [Themed Section]
Haneda, M. (Ed.). (2009). Learning over time: Empirical and theoretical issues in the investigation of
classroom talk and interaction. A special themed issue in Language and Education, 23(4), 291-390.
REFEREED JOURNAL ARTICLES
* Denotes graduate student at time of authorship
*Han, S., *Liang, D., & Haneda, M. (forthcoming). A case study of two South Korean middle school EFL
teachers’ practices: Instructional stances and use of classroom materials. To appear in Classroom
Discourse.
Blair, A., & Haneda, M. (2021). Toward collaborative partnerships: Lessons from parents and teachers of
emergent bi/multilingual Students. Theory Into Practice, 60(1), 18-27
Haneda, M., Sherman, B., *Bose, F., & Teemant, A. (2019). Ways of interacting: What underlies
coaches’ discursive actions. Teaching and Teacher Education, 78, 165-173.
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Blair, A., Haneda, M., & *Bose, F. (2018). Reimagining English-medium instruction settings as sites of
multilingual and multimodal meaning making. TESOL Quarterly, 52(3), 516-539.
Haneda, M., & Sherman, B. (2018). ESL teachers’ acting agentively through job crafting. Journal of
Language, Identity, and Education, 17(6), 402-415.
Haneda, M., Teemant, A., & *Sherman, B. (2017). Instructional coaching through dialogic interaction:
Helping a teacher to become agentive in her practice. Language and Education, 31(1), 46-64.
Haneda, M., & *Sherman, B. (2016). A job-crafting perspective on teacher agentive action. TESOL
Quarterly, 50(3), 745-754.
Haneda, M., & *Alexander, M. (2015). ESL teacher advocacy beyond the classroom. Teaching and
Teacher Education, 49, 149-158.
Haneda, M. (2014a). From academic language to academic communication: Building on English
learners’ resources. Linguistics and Education, 26, 126-135.
Haneda, M., & Nespor, J. (2013). Strangers and professionals: Positioning discourse in ESL teachers’
work. Urban Review, 45, 251-272.
Haneda, M., & Wells, G. (2012). Some key pedagogic principles for helping ELLs to succeed in
school. Theory into Practice, 51(4), 297-304.
Haneda, M., & Wells, G. (2010). Learning science through dialogic inquiry: Is it beneficial for English-
as-additional-language students? The International Journal of Educational Research, 49(1), 10-21.
Haneda, M. (2009a). Learning about the past and preparing for the future: A longitudinal investigation
of a grade 7 “sheltered” social studies class. Language and Education, 23(4), 335-352.
Haneda, M. (2009b). Enculturation into discourses by East Asian students in a graduate TESOL
program. TESL Canada Journal, 27(1), 64-84.
Haneda, M., & *Monobe, G. (2009). Bilingual and biliteracy practices: Japanese adolescents living in
the United States. The Journal of Asian Pacific Communication, 19(1), 7-29.
Wells, G., & Haneda, M. (2009). Contributions of inquiry to second language learning. Cultura y
Educación, 21(2), 141-156.
Haneda, M., (2008a). Contexts for learning: English language learners in a US middle school.
The International Journal of Bilingual Education and Bilingualism, 11(1), 75-94.
Haneda, M., & Wells, G. (2008). Learning an additional language through dialogic inquiry. Language
and Education, 22(2), 114-136.
Haneda, M. (2007). Modes of engagement in foreign language writing: An activity theoretical
perspective. Canadian Modern Language Review, 64(2), 297-327.
Haneda, M. (2006a). Classrooms as communities of practice: A re-evaluation. TESOL Quarterly, 40(4),
807-817.
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Haneda, M. (2006b). Becoming literate in a second language: Connecting home, community, and
school literacy practices. Theory into Practice, 45(4), 337-345.
Haneda, M. (2005a). Investing in foreign-language writing: A study of two multicultural learners.
Journal of Language, Identity, and Education, 4(4), 269-290.
Haneda, M. (2005b). Some functions of triadic dialogue in the classroom: Examples from L2 research.
Canadian Modern Language Review, 62(2), 313-333.
Haneda, M. (2004a). The joint construction of meaning in writing conferences. Applied Linguistics
25(2), 178-219.
Haneda, M. (2002). Learning culture through ethnographic inquiry: A response to Roumiana Ilieva
“Living with ambiguity”. TESL Canada Journal 19(2), 92-97.
Haneda, M. (2000). Modes of student participation in an elementary school science classroom: From
talking to writing. Linguistics and Education 10(4), 1-27.
Haneda, M. & Wells, G. (2000). Writing in “knowledge-building” communities. Research in the
Teaching of English, 34(3), 430-457.
Haneda, M. (1997). Second language learning in a ‘community of practice’: A case study of adult
Japanese learners. Canadian Modern Language Review, 54(1), 11-27.
Haneda, M. (1996a). Peer interaction in an adult second language class: An analysis of collaboration
on a form-focused task. Japanese-Language Education Around the Globe Vol.6, 101-123.
EDITORIALS
Haneda, M. (2017b). Introduction. Dialogic learning and teaching across diverse contexts: Promises
and challenges. Language and Education, 31(1), 1-5.
Haneda, M. (2014b). Introduction: Why should we care about academic language? Linguistics and
Education, 26, 88-91.
Haneda, M. (2009c). Introduction: Learning over time – empirical and theoretical investigations of
classroom talk and interaction. Language and Education, 23(4), 291-294.
BOOK CHAPTERS
* Denotes graduate student at time of authorship
*Han, S., Haneda, M., & *Madany, M. (2020). Towards glocally situated TESOL practices: Collective
autoethnography. To appear in Yazan B., Rashi, J., & Canagrajah, S. (Eds.), Autoethnographies in
ELT: Transnational Identities, Pedagogies, and Practices. New York: Routledge.
*Kim, M., & Haneda, M. (2020). The TOEIC speaking test incarnated: Test-mediated ideologies and
English learning activities in the job market. To Appear in Mirhosseini, S-A., & De Costa, P. (Eds.).
The Sociopolitics of English Language Testing. New York: Bloomsbury. [Invited/Peer reviewed]
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Sherman, B., Haneda, M., & Teemant, A. (2020). A rhizomatic case analysis of instructional coaching
as becoming. To appear in Smythe, S., Dagenais, D., & Toohey, K. (Eds.). Rethinking Language and
Literacy Pedagogies with New Materialism. Bristol, UK: Multilingual Matters. [Invited/Peer reviewed]
Haneda, M., & Nassaji, H. (2019). Introduction. In Haneda, M., & Nassaji, H. (Eds.). Perspectives on
language as action (pp. 1-10). Bristol, UK: Multilingual Matters.
Haneda, M., Sherman, B., & Teemant, A. (2019). Assisted performance through instructional coaching:
A critical sociocultural perspective. In Haneda, M. & Nassaji, H. (Eds.), Perspectives on language as
action (pp. 212-227). Bristol, UK: Multilingual Matters. [Peer reviewed]
Nassaji, H., & Haneda, M. (2019). Conclusion. In Haneda, M., & Nassaji, H. (Eds.). Perspectives on
language as action (pp. 246-250). Bristol, UK: Multilingual Matters.
Haneda, M. (2008b). Educating the whole child: English language learners in a middle school. In Scott,
J., Straker, D., & Katz, L. (Eds.), Affirming students’ right to their own language: Bridging educational
policies and language/language arts teaching practices (pp. 232-246). Mahwah, NJ: Lawrence
Earlbaum. [Invited/Peer reviewed]
Wells, G., & Haneda, M. (2005). Extending instructional conversation. In O'Donnell, C. R., &
Yamauchi, L. (Eds.), Culture and context in human behavior change (pp. 151-178). New York: Peter
Lang. [Invited/Peer reviewed]
ENCYCLOPEDIA ENTRIES
Haneda, M. (2014b). Dialogic inquiry. In Coghlan, D., & Brydon-Miller, M. (Eds.), The encyclopedia
of action research (pp. 256-259). Thousand Oaks, CA: Sage.
Haneda, M., & Wells, G. (2013b). Teacher talk and dialogic inquiry in second language classrooms. In
Chapelle, C.A. (Ed.), The Encyclopedia of Applied Linguistics (pp. 1692-1695). Oxford, England:
Wiley-Blackwell.
REVIEWS, AND ESSAYS
Haneda, M. (2009d). Afterword. In Farr, M., Seloni, L., & Song, J. (Eds.), Ethnolinguistic Diversity
and Literacy Education. Abingdon-on-Thomas, England: Routledge/Taylor-Francis.
Haneda, M. (2006c). A review of Crossing the curriculum: Multilingual learners in college
classrooms. English for Specific Purposes, 25, 498-501.
Haneda, M. (2004b). Making sense of children’s lives: A review of Riding through the Storm.
Linguistics and Education 15, 173-175.
Haneda, M. (1998). Action research and the role of a colleague. Orbit 29(3), 16-17.
Haneda, M. (1996b). Review of Making sense of functional grammar. TESOL Journal, 6(2), 44-45.
MANUSCRIPTS IN PREPARATION
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Haneda, M., Sherman, B., Teemant, A., & *Bose, F. (in preparation). A comparative analysis of
teachers’ uptake in coach-teacher conference interactions.
Haneda, M., *Madany, M., & Teemant, A. (in preparation). Critical emotional reflexivity as a linch pin
for teacher transformative learning and the development of advocate identifies
CONFERENCE PRESENTATIONS
REFEREED CONFERENCE PRESENTATIONS
* Denotes graduate student at time of presentation
Haneda, M. & *Madany, M. (March, 2021). “Critical emotional reflexivity as a lynchpin for teacher
learning.” The Annual Conference of American Association for Applied Linguistics, Atlanta
(virtual).
Haneda, M. (March, 2021). An organizer for the symposium, “Teacher emotions and agency in
English teachers’ working lives.” The Annual Conference of American Association for Applied
Linguistics, Atlanta (virtual).
Haneda, M. (March, 2019). A discussant for the symposium, “Language teachers negotiating
difference and power in exercising agency.” The Annual Conference of American Association for
Applied Linguistics, Atlanta.
Haneda, M., & Sherman, B. (March, 2019). Methodological implications of applying rhizomatic
concepts to the analysis of L2 teachers’ work. Paper presented at the Annual Conference of
American Association for Applied Linguistics, Atlanta.
Haneda, M., & Canagrajah, S. (March, 2018). Multimodality: From a structuralist to a
poststructuralist approach to academic communication. Colloquium (co-organizer) presented at the
Annual Conference of American Association for Applied Linguistics, Chicago.
*Bose, F., & Haneda, M. (March, 2018). Reconceptualizing (im)possibilities of language intra-play
with young children categorized as English learners. Paper presented at the Annual Conference of
American Association for Applied Linguistics, Chicago.
Haneda, M., Sherman, B., *Amory, M., Blair, A., & *Bose, F. (April, 2017). Representing video-
recordings of face-to-face interaction: Researcher subjectivity and reflexivity. Paper presented at the
Annual Conference of American Association for Applied Linguistics, Portland, Oregon.
Haneda, M., *Bose, F., & *Sherman, B. (April, 2016). Promoting teacher agency through
instructional coaching: A cross-case analysis. Paper presented as part of the symposium at the
Annual Conference of American Association for Applied Linguistics, Orlando, Florida.
Boyd, M., & Haneda, M. (March, 2015). Dialogic interaction across the curriculum: Promises and
challenges. Symposium (co-organizer) presented at the Annual Conference of American Association
for Applied Linguistics, Toronto, Canada.
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Haneda, M., & Teemant, A. (March, 2015). Interactional dynamics of instructional coaching
conversation: One teacher’s story. Paper presented as part of the symposium at the Annual
Conference of American Association for Applied Linguistics, Toronto, Canada.
Monobe, G., *Vetere, T., & Haneda, M. (March, 2015). Overcoming the “model minority” myth:
The case of an emergent bilingual child. Paper presented at the Annual Conference of American
Association for Applied Linguistics, Toronto, Canada.
Haneda, M. (March, 2014). “Acting interculturally”: A case for promoting multilingualism among
ESL teachers. Paper presented at the Annual Conference of American Association for Applied
Linguistics, Portland, Oregon.
Haneda, M. (September, 2013). From academic language to academic communication: Multi-modal
meaning making in secondary classrooms. Paper presented at XXth Sociocultural Theory and
Second Language Learning Working Group Meeting, Penn State University, University Park, PA.
Haneda, M., & *Mizuno, M. (March, 2013). Is multilingual competence important for ESL teachers?
Paper presented at the Annual Conference of American Association for Applied Linguistics, Dallas.
Wells, G., Haneda, M., & *Cheng, Y-H. (March, 2013). Challenges in managing authority and
equality in instructional conversation. Paper presented at the Annual Conference of the American
Association for Applied Linguistics, Dallas.
Nespor, J., & Haneda, M. (April, 2012). Sutures and threads: Turning points and unfolding lines in
the paths into ESL teaching. Paper presented at the American Educational Research Association,
Vancouver, BC, Canada.
Haneda, M. (March, 2012) Academic language: What is it, who needs it, and why? Paper presented
as part of the symposium, “Academic language and English language learners: Theory and practice”
at the Annual Conference of American Association for Applied Linguistics, Boston. (symposium
organizer/presenter)
Nespor, J., Haneda, M., *Cheng, Y-H., & *Mizuno, M. (April, 2011). Re-imagining teaching:
Occupational identity and the construction of practice among ESL teachers in urban and suburban
school districts. Paper presented at the Annual Meeting of the American Educational Research
Association, New Orleans.
Haneda, M., & Nespor, J., *Cheng, Y-H., & *Mizuno, M. (April, 2011). Migrating discourses:
Policy, social movements, and public narratives of immigration and ESL teaching. Paper presented
at the Annual Meeting of the American Educational Research Association, New Orleans.
Haneda, M. (March, 2010). Doing and talking history with English language learners. Paper
presented at the Annual Conference of the American Association for Applied Linguistics, Atlanta.
Wells, G., & Haneda, M. (April, 2009). Authority and equality in instructional conversation. Paper
presented at the Annual Meeting of the American Educational Research Association, San Diego.
Haneda, M., & Wells, G. (March, 2009). Learning science through dialogic inquiry: Is it beneficial
for ELLs? Paper presented as part of symposium, “Gaining access and sustaining engagement in
science discourse: Supporting English language learners” organized by Juliet Langman at the Annual
Conference of the American Association for Applied Linguistics, Denver.
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Haneda, M. (September, 2008). Broadening participation structures for English language learners: A
longitudinal investigation. Paper presented as part of symposium, “Learning over time: Empirical
and methodological issues in the investigation of classroom talk and interaction,” at the International
Society for Cultural and Activity Research, the University of California, San Diego. (Symposium
organizer/presenter)
Haneda, M. (June, 2008). Classroom chronotopes: Using microethnographic discourse analysis to
connect concepts of time and space to reading comprehension. Symposium presented at the 20
th
Annual Conference on Ethnographic and Qualitative Research in Education, Cedarville, Ohio.
(Discussant)
Haneda, M. (April, 2007). Learning over time and space: Conceptual and methodological issues in
researching classroom discourse. Symposium presented at the Annual Meeting of the American
Educational Research Association, Chicago. (Symposium organizer/discussant)
Haneda, M. (April, 2007). Learning experiences of adolescent English language learners across
the curriculum. Paper presented at the Annual Meeting of the American Educational Research
Association, Chicago.
Haneda, M. (April, 2006). A case study of university foreign-language writers: Task investment and
composing strategies. Paper presented at the Annual Meeting of the American Educational Research
Association, San Francisco.
Haneda, M. (July, 2005). Negotiating positional and asserted identities: A qualitative study of
immigrant youths in a US middle school. Paper presented at the Thinking Qualitatively Conference,
Edmonton, Canada.
Haneda, M. (November, 2004). Integrating science and social studies with ESL: A case study of a
grade 3 class. Paper presented at the National Council of Teachers of English Annual Convention,
Indianapolis.
Haneda, M. (April, 2004). Teaching English language learners through an integrated curriculum.
Paper presented at the Annual Meeting of the American Educational Research Association, San
Diego.
Haneda, M. (April, 2002). Distributing expertise in writing conferences. Paper presented at the
Annual Conference of the American Association for Applied Linguistics, Salt Lake City.
Haneda, M. (August, 2001). The multiple contexts of second-language literacy learning. Paper
presented at the Interdisciplinary Literacy Conference: Researching Literacy and Language in School
and Community, University of California, Santa Barbara.
Haneda, M. (April, 2000). Talk, text, and language proficiency in L2 writing conferences. Paper
presented at the Annual Meeting of the American Educational Research Association, New Orleans.
Haneda, M. (April, 1999). An investigation of intertextual links among speech, writing and context
in a foreign-language class. Paper presented at the Annual Meeting of the American Educational
Research Association, Montreal, Canada.
Haneda, M. (March, 1999). Case studies of revision. Paper presented at the Annual Conference of
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the American Association for Applied Linguistics, Stamford, Connecticut.
Haneda, M. (October, 1998). Modes of meaning in writing conferences. Paper presented at the 5th
Conference on Sociocultural Theory and Second Language Learning, Indiana University-Purdue
University at Indianapolis.
Haneda, M. (July, 1998). Teacher-student writing conferences in a foreign-language classroom: An
analysis of interpersonal meaning in conference talk. Paper presented at the 10th Euro-International
Systemic Functional Workshop, University of Liverpool, England.
Haneda, M. (July, 1998). Intertextual links among talk, text, and context: An analysis of teacher-
student writing conferences and students’ subsequent revisions. Paper presented at the International
Conference on Speech, Writing and Context: Literary and Linguistic Perspectives, University of
Nottingham, England.
Haneda, M. (March, 1998). An analysis of lexical choice in the composing processes of adult JFL
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learners. Paper presented at the Annual Conference of the American Association for Applied
Linguistics, Seattle.
Haneda, M. (October, 1997). A lexical error analysis of JFL writing. Paper presented at the 17th
Annual Second Language Research Forum, East Lansing, MI.
Haneda, M., & Wells, G. (July, 1997). Beyond mere words: Negotiating the meaning of a science
experiment. Paper presented at the 24th International Systemic Functional Congress, Toronto,
Canada.
Haneda, M. (July, 1997). Vocabulary problems: A lexical error analysis of texts by advanced
learners of JFL. Paper presented at the Annual Conference of the Linguistic Society of America,
Toronto, Canada.
Haneda, M. (June, 1997). Grammar instruction from the inside: Inductive and deductive teaching
approaches from the L2 learner’s point of view. Paper presented at the 28th Annual Conference of
the Canadian Association of Applied Linguistics in the Learned Societies Conference, St-John,
Newfoundland.
Haneda, M. (March, 1997). Modes of student participation in an elementary school science
classroom: A microgenetic analysis of student/teacher oral interaction and the students' writing.
Paper presented at the Annual Meeting of the American Educational Research Association, Chicago.
Haneda, M. (March, 1997). A lexical error analysis of texts by intermediate to advanced learners of
JFL. Paper presented at the Association of Teachers of Japanese Seminar in the Association for
Asian Studies Annual Meeting, Chicago.
Haneda, M. (October, 1996). An inquiry into the univocal and dialogic modes of grammar
instruction: Incorporating the L2 learner's point of view. Paper presented at the 16th Annual Second
Language Research Forum, Tuscon, Arizona.
Haneda, M. (May, 1996). Exploring the process of development of language learning strategies
among adult learners of JFL. Paper presented at the Annual Conference of the Canadian Association
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JFL – Japanese as a Foreign Language
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of Second Language Teachers, Toronto.
INTERNAL INVITED PRESENTATIONS
Haneda, M. (May, 2019). Cultural Heterogeneity Panel – Respondent. Waterbury Summit of the
Learning Sciences, Penn State University.
Haneda, M. (November, 2018). My research trajectory. CI 597 (second-language education doctoral
seminar), Penn State University.
Haneda, M. (October, 2017). Investigating ESL teachers’ agentive actions. Invited speaker, LL ED 590
(first year doctoral seminar), Penn State University.
Haneda, M. (October, 2016). Supporting teacher agency through instructional coaching. Invited
speaker, LL ED 590 (first year doctoral seminar), Penn State University.
Haneda, M. (October, 2015). Supporting professional development of in-service teachers through
longitudinal instructional coaching. Invited speaker for the Humphrey Fellows’ seminar, Penn State
University.
Haneda, M. (October, 2014). ESL teachers’ pushing boundaries: Improving educational opportunities
for English learners. Invited speaker, LL ED 590 (first year doctoral seminar), Penn State University.
Haneda, M. (Feb., 2014). Working with English learners: The advantage of ESL teachers being
multilingual. Paper presented at Applied Linguistics Roundtable, Penn State University.
Haneda, M. (November, 2013). From Academic language to academic communication. Invited
speaker, LL ED 590 (first year doctoral seminar), Penn State University.
Haneda, M. (Feb & May, 2011). Social constructivist approach to the education of English language
learners in mainstream classes. Invited lectures for master of education students (Aspire Project),
School of Teaching & Learning, Ohio State University.
Haneda, M. (March, 2008). Toward equitable education: Inquiring into second-language learning and
teaching. Guest speaker for 937.45 (first-year doctoral seminar), School of Teaching & Learning, Ohio
State University.
Haneda, M. (February, 2005). Investing in foreign-language writing: A study of two learners. Invited
Sspaker, Martha L. King Center Brown Bag Lunch Seminar, School of Teaching & Learning, Ohio
State University.
Haneda, M. (November, 2004). Functions of talk in an elementary ESL class. Invited speaker for Edu T
& L 901, School of Teaching & Learning, Ohio State University.
Haneda, M. (November, 2003). Transitioning from a doctoral student to a faculty member. Invited
speaker for a doctoral seminar, Dept. of Teaching, Learning, and Teacher Education, the University of
Nebraska-Lincoln.
Haneda, M. (May, 2000). Why include case studies?: Foreign language learners' different approaches
to revision. Invited speaker. Modern Language Center Informal Seminar, OISE/UT, Canada.
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Haneda, M. (February, 1999). The paradigm dialogue: Quantitative and qualitative research
methodologies in second language education. Invited speaker. Modern Language Center Informal
Seminar, OISE/UT, Canada.
Haneda, M. (March, 1996). How effective is L2 task-based learning in a university class?: An analysis
of collaboration on a form-focused task. Invited speaker. The Language Teaching Strategies Atelier,
Faculty of Arts & Science, University of Toronto, Canada.
EXTERNAL INVITED PRESENTATIONS
* Denotes graduate student at time of authorship
*Han, S., Haneda, M., & *Madany, M. (November, 2018). Foundations of second language learning.
Workshop presented at Penn State University for APPLES (Asian and Asian Pacific Language
Education Schools).
Haneda, M. (May, 2014). Learning science through dialogic inquiry. Invited paper presented at the
Discourse Analysis in Education Conference, Columbus, Ohio.
Haneda, M. (May, 2014). Invited Panelist. “Reimagining discourse analysis in diverse contexts of
classroom learning” at the Discourse Analysis in Education Conference, Columbus, Ohio.
Haneda, M. (May, 2012). Speaking academically?: Talking science in a grade 8 classroom. Invited
paper presented at the Discourse Analysis in Education Conference, Columbus, Ohio.
Haneda, M. (May, 2012). Invited Panelist. “Discourse, education and the evolving contexts of multiple
languages and cultures” at the Discourse Analysis in Education Conference, Columbus, Ohio.
Haneda, M. (June, 2007). CREDE standards as an analytical tool: A comparative analysis of teaching
practices. Invited presentation at 2007 CREDE Seminar, the Center for Research on Education,
Diversity & Excellence, Graduate School of Education, University of California-Berkeley.
Haneda, M. (February, 2003). Routinized language practice as guided participation. Invited paper
presented at the Bi-Annual Meeting of Cultivating New Voices Among Scholars of Color, San
Antonio, Texas.
Haneda, M. (March, 2001). Reconceptualizing professional development as collaborative inquiry.
Paper presented as part of the invited symposium at the Annual Conference of the American
Association of Applied Linguistics, St. Louis, MI.
RESEARCH GRANTS
2018-2023 “Partnering for Radical School Improvement,” the U.S. Department of Education
under The National Professional Development Grant (Co-Investigator with Principal
Investigator, Annela Teemant, $ 2.75 M)
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2018 “A Pilot Study: Investigating Pre-Service Teachers’ Beliefs and Attitudes about
English Learners,” Curriculum & Instruction Research Incentive Grant, Penn State
University (Principal Investigator, $2,500)
2015-2016 “Investigating the Interactional Dynamics of Instructional Coaching,” College of
Education Research Initiation Grant, Penn State University (Principal Investigator,
$ 8,689)
2014-2015 “A Pilot Study: Investigating the Interactional Dynamics of Instructional Coaching,”
Curriculum & Instruction Research Incentive Grant, Penn State University (Principal
Investigator, $ 1,810)
2010-2011 “Digital Tools for Qualitative Research,” Collaborative Course Development Grant,
College of Education & Human Ecology
Ohio State University (Co-Principal Investigator with Jan Nespor, $ 2,000)
2008-2010 “ESL Teaching Practices in Elementary Schools in a Midwestern Metropolis,”
Research on Writing and Composition in 21
st
Century Context Grant
Ohio State University (Principal Investigator, $ 4,500)
2006-2008 “An Investigation of Middle School English Learners’ Simultaneous Learning of
Language and Content in Social Studies,” NCTE Research Foundation Grant
(Principal Investigator, $12,870)
2005-2006 “Enculturation Experiences of International MA/TESOL Students in a US Graduate
Program,” Faculty Seed Grant, Ohio State University (Principal Investigator $5,000)
2004-2005 “Building on Middle School English Language Learners’ Resources,” Layman Awards,
University of Nebraska-Lincoln (Declined) (Principal Investigator, $ 9,280)
2003-2004 “A Case Study of Middle School English Language Learners’ Experiences Across the
Curriculum,” Faculty Seed Grant, University of Nebraska-Lincoln (Principal
Investigator, $ 9,970)
2001-2003 “Learning an Additional Language Through Scientific Inquiry in Elementary Schools,”
Social Sciences and Humanities Research Council of Canada Postdoctoral Award
(Principal Investigator, $74,906)
AWARDS & HONORS
2018
Outstanding Reviewer, System
2015, 2018
Outstanding Reviewer, Linguistics and Education
2006
Finalist, National Academy of Education/Spencer Postdoctoral Fellowship
2002-04
Cultivating New Voices Among Scholars of Color Fellow, National Council of
Teachers of English
2001-03
Social Sciences and Humanities Research Council of Canada Postdoctoral
Fellowship
2001
Steve Cahir Award (Award for Outstanding Writing Research by a New Scholar),
Writing and Literacies SIG, the American Educational Research Association
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1997-99
Social Sciences and Humanities Research Council of Canada Doctoral Fellowship
1996-97
Ontario Teachers’ Federation 50th Anniversary Scholarship, Ontario Institute for
Studies in Education
1996
Ontario Institute for Studies in Education Scholarship (Declined)
1995-96
Ontario Institute for Studies in Education Scholarship
1994
Japanese Language Educator Scholarship, Japan Foundation
1993
Teaching Innovations Award, University of Toronto
1992
Summer Pedagogy Fellowship, Columbia University, New York
TEACHING & ADVISING
COURSES TAUGHT – Penn State University
Undergraduate Level
WLED 400: Foundations of Language in Second Language Teaching
WLED 444: Language, Culture, and the Classroom: Issues for Practitioners
WLED 483: Evaluating Schools Performances and Programs with English Language Learners
CI 280: Introduction to Teaching English Language Learners
Graduate Level
CI 502: Qualitative Research in Curriculum and Instruction I
CI 503: Qualitative Research in Curriculum and Instruction II
CI 597: Micro-Ethnographic Methods for Investigating Language in Use
CI 597: Approaches to Discourse Analysis
CI 597: Language, Identity, and the Development of Knowing
CI 597: Academic Literacies
LLED 590: Colloquium (Language, Culture, & Society - First Year Doctoral Seminar)
COURSES TAUGHT – Ohio State University
Master’s level
ED T&L 703.08: Studies in TESOL & Bilingual Education
ED T&L 640 TESOL Methods
ED T&L 803 Language and Society
ED T & L 868: Syllabus Design for L2 Programs
ED T&L 887.45: Advanced Field Experience
ED T & L 925.45: Second Language Writing: Theory and Practice
ED T & L 925.45: Educating English Language Learners in K-12 Contexts
Doctoral Level
ED T&L 703.09: Studies in TESOL & Bilingual Education
ED T&L 916: Classroom-Oriented Second Language Research
ED T&L 924: Second Language Teacher Education
ED T & L 925.45: Sociocultural & Critical Perspectives on L2 Development
ED T&L 925.56: Special Topics in Language, Literacy and Culture: Ethnographic Studies of
Language, Literacy and Culture in Educational Settings
ED T&L 925.56: Complementary Methods in Educational Research on Teaching and Learning
ED T&L 937.45: First Year Doctoral Seminar: Multilingualism & Multilingual Literacies
ED T & L 937.45: First year Doctoral Seminar: English as an International Language
ED T&L 989: Research Apprenticeship
14
SUPERVISION OF STUDENT RESEARCH
DISSERTATION ADVISOR/CHAIR 9 (5 completed)
Degree Student Status Institution
Ph.D. Ying Luo Qualifying Exam Completed Penn State University
Ph.D. Magda Madany Qualifying Exam Completed Penn State University
Ph.D.
c
Frances Nesbus Bose Completed, 2020 Penn State University
Ph.D. Brandon Sherman Completed, 2016 Penn State University
Ph.D.
1
Mariko Alexander Completed, 2014 Ohio State University
Ph.D.
c
Elizabeth McNally Completed, 2010 Ohio State University
Ph.D.
c
Julie Luebbers Completed, 2010 Ohio State University
c
Co-Advised Elizabeth McNally with Dr. David Bloome
Co-Advised Julie Luebbers with Dr. George Newell
Co-Advising Frances Nesbus-Bose with Dr. Chris Schulte
1
Mariko Alexander was my doctoral advisee for two years (2009-2011; qualifying exam completed)
while I was at Ohio State University; she completed her degree under advisement of Drs. Jan Nespor
and Keiko Samimy in 2014.
Current Positions
Julie Luebbers: Assistant Professor of Spanish and Education, Thomas More College, KY
Elizabeth McNally: Principal, Highland Elementary School, Columbus City Schools, OH
Brandon Sherman: Research Manager, School of Education, Indiana University and Purdue University
Frances Bose, Educational Consultant, Science 20/20 Project, Pennsylvania State University
MAJOR ADVISOR, MATER’S DEGREES 41 (31 completed)
Degree Student Status
Penn State University
M.Ed. Courtney Olivia Nellis Laninger Course Work in Progress
M.Ed. Alisson McGranaghan Course Work in Progress
M.Ed. Erika Kay Peterson Course Work in Progress
M.Ed. Alessia Castello Course Work in Progress
M.Ed. Zhouya Wang 2021
M.Ed. Emily Sofranco Course Work in Progress
M.Ed. Amanda Garber Course Work in Progress
M.Ed. Kathryn Scott Course Work in Progress
M.Ed. Lauren DiSabato Course Work in Progress
M.Ed. Anna Correa Course Work in Progress
M.Ed. Cesar Caceres 2019
M.Ed. Nicholas Dondero 2018
M.Ed. Rebecca Watford 2018
M.Ed. Angela R. Garritano 2015
Florida State University
M.A. Miray Varol 2012
Ohio State University
15
M.A.
M.A.
2010
2009
Shiao-Chen Tsai; Chun-Jung Liang; Dion Peachey
Yun-Chiu Sun; Bethany Thompson; Chris Maybury; Yu-Ting Huang
M.A. Onsutee Wattanapruck; Catherine Alcota
M.A. 2008 Amy Bailey; Katharine Thomas; Margaret Mitchell; Matthew Rees
M.A.
M.A.
2007
Hyee-joon Yoon; Ryan Rittenhouse
Adrian Reynolds; Hyon Ju Oh
M.A. 2006 Myenong Ja Eom; Jung Min Oh; Chad Smith; Saba Soleli;
Tusni Tassniyom; Sarah Tatz; Mari Yamazaki
COMMITTEE MEMBER
DOCTORAL DISSERTATION COMMITTEE MEMBER 35 (26 completed)
Student Status Graduate Program
Penn State University
Lyana Sun Han Chang In Progress Applied Linguistics
Ebtesam Althowaini In Progress Curriculum & Instruction
Johnathan Bell In Progress Curriculum & Instruction
Brian Buschner In Progress Applied Linguistics
Shlong Yan In Progress Learning, Design, & Technology
Carlos Alberto In Progress Education Theory & Policy
Gadalupe Rincon In Progress Applied Linguistics
Yingling Elvin He In Progress Applied Linguistics
Antoinette M. Cambria In Progress Counselor Education
Miso Kim 2020 Applied Linguistics
Taylor Bigelow 2020 Counselor Education
Soo Hyeon Kim 2019 Learning, Design, & Technology
Naseh Nasrollahi Shahri 2019 Applied Linguistics
Michael Amory 2019 Applied Linguistics
Jungwan Yoon 2019 Applied Linguistics
Soo Hyeon Kim 2019 Learning, Design, & Technolog
Pia Smal 2018 Counselor Education
Daisuke Kimura 2018 Applied Linguistics
Yue Christine Lee 2018 Curriculum & Instruction
Tim Vetere 2018 Curriculum & Instruction
Quian Wu 2017 Applied Linguistics
Eunjeong Lee 2017 Applied Linguistics
Lochran C. Fallon 2017 Curriculum & Instruction
Abby Mueller Dobs 2016 Applied Linguistics
Shannon Shoemaker 2016 Counselor Education
Suyoung Kang 2015 Curriculum & Instruction
Tania Smotrova 2014 Applied Linguistics
Sungwoo Yang 2014 Curriculum & Instruction
Ohio State University
Mariko Mizuno Alexander 2014 Teaching & Learning
Hiroshi Shima 2011 Teaching & Learning
Dima Algothani 2010 Teaching & Learning
Sang Kyo Lee 2010 Teaching & Learning
Courtney Kelly 2008 Teaching & Learning
16
Juyoung Song 2007 Teaching & Learning
Catherine Crosby 2007 Teaching & Learning
DOCTORAL COMPREHENSIVE EXAMS 38 (37 Completed)
Current committee membership
Jocelyn Anevuvor 2020 Curriculum & Instruction
Liang Di 2020 Curriculum & Instruction
Chunyuan Di In Progress Applied Linguistics
MASTER’S COMMITTEE MEMBER 34 (34 completed)
Degree Student Status Dept
Penn State University
M.S. Ruth Newhouse 2017 Curriculum & Instruction
M.Ed. Norah Aldobaiy 2021 Curriculum & Instruction
Ohio State University
M.Ed. Gina Scheidegger 2011 Teaching, & Learning
M.Ed.
M.Ed.
Christopher Shulby
Andrea Saunders
2011
2011
Teaching, & Learning
Teaching, & Learning
M.Ed. Courtney Ruggaber 2011 Teaching, & Learning
M.A. Liang-Wei Krista Huang 2010 Teaching, & Learning
M.A.
M.A.
Heekyung Lee
Tzu Chen
2010
2008
Teaching, & Learning
Teaching, & Learning
M.A. Quian Du 2008 Teaching, & Learning
M.A.
M.A.
Lyubov Khramtsova
Heesoo Kim
2008
2008
Teaching, & Learning
Teaching, & Learning
M.A. Na Rae Lee 2008 Teaching, & Learning
M.A. Peggy Lee 2008 Teaching, & Learning
M.A.
M.A.
Tzu-Wen Liu
Kyung Park
2008
2008
Teaching, & Learning
Teaching, & Learning
M.A. Rebekah Remp 2008 Teaching, & Learning
M.A.
M.A.
Li Ting
Rita Yeh
2008
2008
Teaching, & Learning
Teaching, & Learning
M.Ed. Bridget Hamilton 2008 Teaching, & Learning
M.Ed.
M.Ed.
Jenna Hire
Christine Wegner
2008
2008
Teaching, & Learning
Teaching, & Learning
M.A. Doung Kim 2006 Teaching, & Learning
M.A. Yang Yu 2006 Teaching, & Learning
M.A.
M.A.
So-Won Yoon
Darling Bonita
2005
2005
Teaching, & Learning
Teaching, & Learning
M.A. Hsiao-Wen Wu 2005 Teaching, & Learning
17
EXTERNAL ACADEMIC SERVICE
EDITORIAL BOARD
Language and Education, 2019 - current
Contemporary Language Teaching, 2018- current
Linguistics and Education, 2018 – current
Journal of Language, Identity, and Education, 2015 – current
TESOL Quarterly, 2009-2012
Language Arts, 2006-2012
Languages, 2005-2009
Networks, Refereed international electronic journal of teacher research, 1997-2009
EXTERNAL REVIEW FOR TENURE & PROMOTION
- Review of Promotion to Associate Professor, Department of Curriculum & Teaching, College of
Education, Auburn University, 2018
- Review of Promotion to Associate Professor of Practice, Department of Teaching & Learning,
School of Education, Vanderbilt University, 2018
- Review of Promotion to Associate Professor, Mary Lou Fulton Teachers College, Arizona State
University, 2017
- Review of Promotion to Associate Professor, School of Education, Boston University, 2016
- Review of Promotion to Associate Professor, Department of Instruction & Leadership in Education,
School of Education, Duquesne University, 2015
EXTERNAL EXAMINER FOR DOCTORAL DISSERTATION
- External examiner for Doctoral Thesis for Sawako Akino, OISE/University of Toronto, 2017
- External examiner for Doctoral Thesis for Takuya Kojima, University of New South Wales,
Australia, 2019
- External examiner for Doctoral Thesis for Cui Ruiguo (“Developing students’ critical thinking in a
Chinese EFL classroom”), the National Institute for Education, Singapore, 2019
CONFERENCE STRAND COORDINATOR
- Bilingual, Immersion, Heritage, and Minority Education Strand, the American Association for
Applied Linguistics Annual Conference 2013
COMMISSION/COMMITTEE MEMBER
- Member of Commission on Composition (appointed), the National Council of Teachers of English,
2004-05
- Member of the Resolutions Committee (appointed), the American Association for Applied
Linguistics, 2005-07
- Member of the Committee on Racism and Bias in the Teaching of English (appointed), the National
Council of Teachers of English, 2006-08
- Member of the Inaugural Dissertation Award Committee (elected), 2015-2016, the American
Association for Applied Linguistics
MANUSCRIPT REVIEWER (Peer-Reviewed Journals)
English for Academic Purposes, 2017 – 2019
TESOL Journal, 2019, 2019
TESOL Quarterly, 2006, 2007, 2013, 2014, 2016, 2017, 2018, 2019, 2020, 2021
18
Modern Language Journal, 2000 - 2013, 2015, 2019
System, 2017, 2018, 2019
Language & Education, 2008, 2009, 2013, 2015 - 2019
Language Teaching Research, 2015, 2017, 2018, 2019
Linguistics and Education, 2012 – 2018
International Journal of Bilingual Education and Bilingualism, 2016, 2017, 2018, 2019
Journal of English for Specific Purposes, 2008, 2009, 2017
Journal of Teacher Education, 2013 - 2015, 2017
Teacher Educator, 2015, 2017
American Journal of Education, 2017
Applied Linguistics, 2016, 2017
Journal of Writing Research, 2017
Journal of Multilingual and Multicultural Development, 2016, 2019, 2020
International Journal of Educational Research, 2009, 2017
Journal of Language, Identity, and Education, 2013 - 2015
Language Learning, 2006, 2008 - 2009, 2012 - 2014
Journal of Literacy Research, 2013, 2014
Equity and Excellence in Education, 2014
Language, Culture, and Curriculum, 2014
English Education, 2011, 2012, 2013
Journal of Multicultural Education, 2012
Journal of Second Language Writing, 2012
Educational Inquiry, 2012
Teaching Education, 2011, 2012
Language in Society, 2012
Pedagogies: An International Journal, 2010, 2011
TESL Canada Journal, 2008 - 2010
Bilingual Research Journal, 2010
The Elementary School Journal, 2010
English Teaching: Practice and Critique, 2010
International Journal of Applied Linguistics, 2009
Reading Research Quarterly, 2007, 2009
L2 Journal, 2009
Language Awareness, 2009
Foreign Language Annals, 2007
Canadian Modern Language Review, 2000, 2002 – 2006
Human Development, 2005
Studies in Language Sciences, 2000
BOOK MANUSCRIPT/CHAPTER REVIEWER
Sage Publications, 2017
John Benjamins Press, 2014
Routledge, Taylor & Francis Group, 2014
Lawrence Erlbaum Publishers, 2000
CONFERENCE PROPOSAL REVIEWER
- International Association of Applied Linguistics, World Congress, 2019
- Reading, Writing, and Literacy Strand, the American Association for Applied Linguistics Annual
Conference, 2019
- Teacher Education Strand, the American Association for Applied Linguistics Annual Conference,
2019
19
- Bilingual, Immersion, Heritage, and Minority Education Strand, the American Association for
Applied Linguistics Annual Conference 2012, 2013, 2014, 2015
- Division G (Section 3), American Educational Research Association, 2009
- Division C (Section 1); Division G (Section 1); Language & Social Processes SIG; 1999-2007
- Writing & Literacies SIG, American Educational Research Association, 1999-2007
- Second Language Research SIG, American Educational Research Association, 2005
SENIOR MENTOR
The Annual Conference of American Association for Applied Linguistics, March 2019, Atlanta,
Georgia; 2021 AAAL Virtual conference, March 2021.
INTERNAL UNIVERSITY SERVICE
PENN STATE UNIVERSITY (2003-present)
2018-2020
College Representative, Graduate Council, Graduate School
2018-2020
Member of Curriculum Affairs Committee, Dept. of Curriculum & Instruction
2018-2019
Member of Graduate Exhibition Committee, Graduate School
2017-present
Advisory Board member, the Migrations Studies Project, Dept. of Applied
Linguistics
2014-present
Co-Director of the ESL Program Specialist Certificate, Dept. of Curriculum &
Instruction
2015-2016
Co-Chair of the Second Language Education Search Committee, Dept. of
Curriculum & Instruction
2015-2016
Member of the Student Awards Committee, Dept. of Curriculum & Instruction
2015-2016
Member of the Curricular Affairs Committee, Dept. of Curriculum & Instruction
2015-2016
Member of the Graduate Studies and Research Policy Committee, College of
Education
2014-2015
Member of the Senior Faculty Search Committee, Dept. of Applied Linguistics
2014-2016
Member of the Faculty Council, College of Education
FLORIDA STATE UNIVERSITY (2011-2013)
2011- 2013
Member of Graduate Studies Committee, School of Teacher Education
OHIO STATE UNIVERSITY (2004-2011)
2009-2011
Member of School Equity and Diversity Committee, School of Teaching &
Learning, Ohio State University
2008-2011
Co-Convener of the Language, Education, & Society Doctoral Area of Study,
School of Teaching & Learning, Ohio State University
2008-2011
Member of the College Council, Ohio State University
2008-2009
Member of the College Council Personnel Committee, Ohio State University
2007-2009
Member of the College International Affairs Committee, Ohio State University
2007-2008
Chair of the TESOL Licensure Committee, Foreign/Second Language Education
Program, Ohio State University
2007
Discussant, the Graduate Student Symposium, Ohio State University
20
2006-2008
Manuscript Reviewer, Edward Hayes Graduate Research Forum, Ohio State
University
2006
Doctoral Program Proposal Committee, School of Teaching & Learning,
Ohio State University
UNIVERSITY OF NEBRASKA-LINCOLN (2003-2004)
Member of the Organizing Committee for the Annual Student Research
2003-2004
Conference, Dept. of Teaching, Learning, and Teacher Education, University of
Nebraska-Lincoln
UCARE Program (Undergraduate Enrichment Program), University of Nebraska-
2003-2004
Lincoln
PROFESSIONAL LICENSING
Secondary Teaching Certification in English, Grades 7-12, Aichi Prefectural Board of Education, Japan
PROFESSIONAL AFFILIATIONS
American Association for Applied Linguistics
American Educational Research Association
Teachers of English to Speakers of Other Languages
LANGUAGES
Reading, Writing, Speaking:
English: (Near Native, Near Native, Near Native)
Japanese: (Native, Native, Native)
French: (Intermediate, Elementary, Elementary)
