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, Onlinefirst). ESL teachers’ acting agentively through job crafting. To appear in the Journal of Language, Identity, and Education.
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., 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.
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