Mari A. Haneda
- Ph.D., Second Language Education, Ontario Institute for Studies in Education of the University of Toronto
Areas of Specialization
- Classroom Interactional Analysis
- Qualitative Research Methods
- Language, Identity, and Ideology
- Sociocultural and Critical Approaches to L2 Development
- The Education of School-Age English Language Learners
- Multilingualism & Multilingual Literacies
- Educating English Language Learners in K-12 Contexts
- Qualitative L2 Research
- Analyses of Classroom Interaction
- Language, Culture, and the Classroom: Issues for Practitioners
- English as an International Language
Haneda, M., & Nespor, J. (2013). Strangers and professionals: Positioning discourse in ESL teachers’ work. Urban Review.
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. (2009). 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. (2008). Contexts for learning: English language learners in a US middle school.The International Journal of Bilingual Education and Bilingualism, 11(1), 75-94.
Professional Awards and Achievement
Cultivating New Voices Among Scholars of Color Fellow, National Council of Teachers of English, 2002-04
Social Sciences and Humanities Research Council of Canada Postdoctoral Award, 2001-2003
Steve Cahir Award (Award for Outstanding Writing Research by a New Scholar), Writing and Literacies SIG, the American Educational Research Association, 2001