Professional Bio

Areas of Specialization

• Interactional analysis in educational settings
• Language, identity, and ideology
• Education of emergent bi/multilingual students
• Linguistically and culturally sustaining pedagogy
• Teacher development
• Qualitative research methods
• The Education of School-Age English Language Learners

Recent Courses

• Qualitative research in Curriculum and Instruction I
• Approaches to discourse analysis
• Micro-ethnographic research
• Foundations of language in second language teaching
• Academic literacies
• Language, identity, and idealogy

Selected Publications

Haneda, M., & Nassaji, H. (Eds.). (2019). Perspectives on language as action. Bristol, UK: Multilingual Matters.

Haneda, M., Sherman, B., & Teemant, A. (2019). Assisted performance through instructional coaching: A critical sociocultural perspective. In M. Haneda & Nassaji, H. (Eds.), Perspectives on language as action. Bristol, UK: Multilingual Matters.

Haneda, M., Sherman, B., Bose, F., & Teemant, A. (2019). Ways of interacting: What underlies coaches’ discursive actions. Teaching and Teacher Education, 78, 165-173.

Blair, A., Haneda, M., & Bose, F. (2018). 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, 402-415.

Haneda, M. (Ed.). (2017). Dialogic learning and teaching across diverse contexts: Promises and challenges. Language and Education, 31(1), 1-92.

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. (2014). From academic language to academic communication: Building on English learners’ resources. Linguistics and Education, 26, 126-135.