Refereed Journal Articles

Gebhard, M., & Graham, H. (2018). Bats and grammar: Developing critical language awareness in the context of school reform. English Teaching: Practice & Critique, 17(4), 281-297.

Accurso, K., Gebhard, M., & Purington, S. (2017). Analyzing diverse learners’ writing in mathematics: Systemic functional linguistics in secondary pre-service teacher education. International Journal of Mathematics Teaching and Learning, 18(1), 84-108.

Gebhard, M., & Willett, J. (2015). Translingual context zones: Critical reconceptualizing of teachers’ work within the context of globalism. Linguistics & Education, 32, 98-106.

Gebhard, M., Chen, I., & Gunawan, W. (2014). Redefining conceptions of grammar in English Education in Asia: SFL in practice. Applied Research on English Language, 3(2), 1-17.

Gebhard, M., Chen, I., & Britton, B. (2014). “Miss, nominalization is a nominalization”: English language learners’ use of SFL metalanguage and their literacy practices. Linguistics and Education, 26, 106-125.

Gebhard, M., Chen, I., Graham, H., & Gunawan, W. (2013). Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education. Journal of Second Language Writing, 22(2), 107-124.

Gebhard, M., & Harman, R. (2011). Reconsidering genre theory in K-12 schools: A response to school reforms in the United States. Journal of Second Language Writing, 20, 45-55.

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

Gebhard, M. (2010). Teacher education in changing times: A systemic functional linguistics (SFL) perspective. TESOL Quarterly, 44(4), 797-803.

Austin, T., Willett, J., Gebhard, M., & Lao, A. (2010). Challenges for Latino educators crossing symbolic, cultural, and linguistic boundaries: Coming to voice in teacher preparation with competing voices Journal of Latinos and Education, 9(4), 1-22.

Gebhard, M., Demers, J., & Castillo-Rosenthal, Z. (2008). Teachers as critical text analysts: L2 literacies and teachers’ work in the context of high-stakes school reform. Journal of Second Language Writing, 17(4), 274-291.

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.

Gebhard, M., Harman, R., & Seger, W. (2007). Reclaiming recess: Learning the language of persuasion. Language Arts, 84(5), 419-430.

Gebhard, M. (2005). School reform, hybrid discourses, and second language literacies. TESOL Quarterly, 39(2), 187-210.

Gebhard, M., Habana Hafner, A., & Wright, M. (2004). The language game of math. Reprint in The Harvard Letter, 20(6), 5-7.

Gebhard, M. (2004). Fast capitalism, school reform, and second language literacy practices. Reprint in Modern Language Journal, 88(2), 245-265. (Selected from the Canadian Modern Language Review as most provocative article of the year.)

Gebhard, M. (2002). Charter schools and bilingual education: A case study of teachers negotiating policy-making roles. Equity and Excellence in Education, 35(3), 255-264.

Gebhard, M. (2002). Getting past “See Spot Run.” Education Leadership, 60(4), 35-39.

Gebhard, M. (2002). Fast capitalism, school reform, and second language literacy practices. Canadian Modern Language Review, 59(1), 15-52.

Gebhard, M., Keenan, R., & Willett, K. (2002). Reading corner for educators: Making informational literacy practices visible. Language Arts, 80(1), 68-69.

Gebhard, M. (1999). Debates in SLA studies: Redefining classroom SLA as an institutional phenomenon. TESOL Quarterly, 36(3), 544-557.

Gebhard, M. (1998). A case for professional development schools. TESOL Quarterly, 32(3), 501-510.

Book

Gebhard, M. (2019). Teaching and researching ELLs’ disciplinary literacy practices: SFL in action in the context of school reform. New York: Routledge.

Book Chapters

Gebhard, M. & Accurso, K. (in press). Systemic functional linguistics. In C. Chapelle (Ed.), The concise encyclopedia of applied linguistics. Hoboken, NJ: Wiley-Blackwell.

Gebhard, M., Accurso, K., Chen, I. (2019). Paradigm Shifts in the teaching of grammar in ESL/EFL contexts: A case for a social semiotic perspective. In L. C. de Oliveira (Ed.), Handbook of TESOL in K-12. Hoboken, NJ: Wiley-Blackwell.

Accurso, K., Gebhard, M., & Selden, C. (2016). Supporting L2 elementary science with SFL in an age of school reform. In L. de Oliveira & T. Silva (Eds.), Second language writing in elementary classrooms: Instructional issues, content-area writing and teacher education (pp. 126-150). New York: Palgrave Macmillan.

Gebhard, M., & Ives, D. (2012). Multiliteracies. In J. Banks (Ed.), Encyclopedia of diversity in education (pp. 1577-1579). Thousand Oaks, CA: Sage Publications.

Gebhard, M. (2012). Institutional ethnography. In C. Chapelle & L. Harklau (Eds.), The encyclopedia of applied linguistics (pp. 2703-2708). Malden, MA: Wiley Blackwell.

Gebhard, M. (2012). Systemic functional linguistic approaches to teaching English-language learners. In C. Chapelle & L. Ortega (Eds.), The encyclopedia of applied linguistics (pp. 5505-5517). Malden, MA: Wiley Blackwell.

Gebhard, M., & Martin, J. (2011). Grammar and literacy learning. In D. Fisher & D. Lapp (Eds.), Handbook of research on teaching the English language arts (pp. 297-304). Mahwah, NJ: Erlbaum/Taylor & Francis.

Gebhard, M., Willett, J., Jimenez, J., Piedra, A. (2011). Systemic functional linguistics, teachers’ professional development, and ELLs’ academic literacy practices. In T. Lucas (Ed.), Teacher Preparation for Linguistically Diverse Classrooms (pp. 91-110). Mahwah, NJ: Erlbaum/Taylor & Francis.

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

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 (pp. 33-46). Cambridge, MA: Harvard Educational Publishing Group.

Gebhard, M., Austin, T., Nieto, S., & Willett, J. (2002). “You can’t step on someone else’s words”: Preparing all teachers to teach language minority students. In Z. Beykont (Ed.), The power of culture: Teaching across language difference (pp. 219-243). Cambridge, MA: Harvard Educational Publishing Group.

Gebhard, M. (1998). Second language writing theory. In M. L. Kennedy (Ed.), Theorizing composition: A critical sourcebook of theory and scholarship in contemporary studies (pp. 277-280). Westport, CT: Greenwood Press.

Book Reviews

Gebhard, M. (2006). Applied linguistics and communities of practice. Edited by Srikant Sarangi and Theo Van Leeuwen. Journal of Language, Identity, and Education, 5(4), 317-331.

Gebhard, M. (2001). Immigrant voices: In search of educational equity. Edited by Enrique (Henry) T. Trueba and Lilia I. Bartolomé. Anthropology and Education Quarterly, 32(2), 257-258.