Mari A. Haneda

Mari A. Haneda

Associate Professor of World Languages Education and Applied Linguistics
155 Chambers Building
Mari A. Haneda


Ph.D., Second Language Education, Ontario Institute for Studies in Education of the University of Toronto

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.