In Progress

Accurso, K. & Gebhard, M (accepted). Teaching scientific discourse to elementary ELLs: An SFL perspective. In L. de Oliveira & A. Silva (Eds). L2 writing in elementary classrooms.  New York: Routledge.

Gebhard, M., Chen, I., & Britton, B. (in press). “Miss, nominalization is a nominalization”: English language learners’ use of SFL metalanguage and their literacy practices. Linguistics and Education. 

Gebhard, M., Habana Hafner, A., Turner, N., Wright, M. (in preparation). Tupac, genre theory, and ELLs’ academic literacy development.  To be submitted to the Journal of Adolescent Literacy.

Harman, R. (in press). Talking the walk: Fostering dynamic interactions with elementary school English learners In P. Portes, S. Salas & P. Mellom (Eds.), What works in educating children of immigrants: Evidence for policy change. Greenwich, Ct: IAP.

 

2013 – Coming soon!

 

2012 – Coming soon!

 

2011

Austin, T. (2011). Language learner-teachers: Evolving insights into? emotions and second language teaching and learning. International Journal of? Sociology of Language, (208), 119–138.

Bangou, F.,& Austin, T. (2011). Let’s get real: The micropolitics of?collaborative teaching within an innovation framework. Journal of? Urban Learning, Teaching, and Research, (7), 41–48.

Gebhard, M., & Shin, D. S. (2011). Blogging and emergent L2 literacy development in an urban elementary school: A functional perspective. CALICO Journal, 28(2), 278–307.?

Harman, R., & French, K. (2011). Critical performative pedagogy and urban teacher education: Voices from the field? Annual Journal from The Association of the Study of Play: Play and Culture Series, (11), 84–104.

Harman, R., & McClure, G. (2011). All the school’s a stage: Critical performative pedagogy in urban teacher education. Special edition (L. Bell & D. Desai, Eds.) Equity and Excellence in Education, 44(3), 379–402

Pirbhai-Illich, F., Austin, T., Paugh, P. & Fariño, Y. (2011).? Responding to “innocent” racism: Educating teachers in politically ?reflexive and dialogic engagement in local communities. Journal of ?Urban Learning, Teaching, and Research, (7), 27–40.

 

2010

Austin, T., Willett, J., Gebhard, M., & Montes, A. L. (2010). Challenges for Latino educators crossing symbolic, cultural, and linguistic boundaries: Coming to voice in teacher preparation with competing voices. Journal of Latinos in Education, 9(4), 262–283.?

Gebhard, M., Willett, J., Jimenez, J., Piedra, A. (2010). Systemic functional linguistics, teachers’ professional development, and ELLs’ academic literacy practices. In T. Lucas (Ed.), Preparing all teachers to teach English language learners (pp. 91-110). Mahwah, NJ: Erlbaum/Taylor & Francis.

Shin, D., Gebhard, M., & Seger, W. (2010). Weblogs and academic literacy development: Expanding audiences and linguistic repertoires. In S. Rilling & M. Dantas-Whitney (Eds.), Authenticity in the Classroom and Beyond (pp. 99-111). Alexandria, VA: TESOL, Inc.

 

2008

Gebhard, M. & Willett, J. (2008). Social to academic: University-school district partnership helps teachers broaden students’ language skills. The ?Journal of Staff Development, 29(1), 41–45.

Willett, J., Harman, R., Lozano, M. E., Hogan, A., & Rubeck, J. (2008). Transforming standard practices to serve the social and academic learning of English language learners. In L. Verplaetse and N. Migliacci (Eds.), Inclusive pedagogy for English language learners: A handbook of research-informed practices. Mahwah: NJ: Lawrence Erlbaum.

 

2007

Gebhard, M., Harman, R., & Seger, W. (2007). Reclaiming recess: Learning the language of persuasion. Language Arts, 84(5), 419–431.?

Harman, R. (2007). Critical teacher education in urban contexts: Discursive dance of a middle school teacher. Language and Education, 21(1), 31–45.

 

2005

Willet, J. & Rosenberger, C. (2005). Critical dialogue: Transforming the discourses of educational reform. In L. Pease-Alvarez & S. Schecter (Eds.), Learning, Teaching and Community (191­–213). Mahwah, NJ: Routledge.

 

2004

Gebhard, M., Habana Hafner, A., & Wright, M. (2004). Teaching English language learners the language game of math: Insights for teachers and teacher educators. In M. Sadowski (Ed.), Teaching immigrant and second-language learners (33–46). Cambridge, MA: Harvard Educational Publishing Group.