About

Mari A. Haneda is an Associate Professor of World Languages Education and Applied Linguistics at Pennsylvania State University. Her areas of specialization include interactional analysis in educational settings, language, identity, and ideology, education of emergent bi/multilingual students, linguistically and culturally sustaining pedagogy, teacher development, and qualitative research methods. Her recent courses focus on qualitative research in curriculum and instruction, approaches to discourse analysis, micro-ethnographic research, foundations of language in second language teaching, academic literacies, and language, identity, and ideology. Her research and scholarly contributions include examining language as action, sociocultural perspectives on instructional coaching, multilingual and multimodal meaning-making in English-medium instruction, and ESL teacher agency. She has authored and edited numerous publications, including books and journal articles, that explore dialogic learning and teaching across diverse contexts, teacher agentive action, and ESL teacher advocacy beyond the classroom. Her work emphasizes understanding language use in educational settings, teacher development, and the sociocultural dimensions of language education.

Research topics

• Psychology
• Pedagogy
• Mathematics education
• Sociology
• Linguistics

Selected publications

• Tensions in school context and teacher praxis in equity-oriented professional learning

  Teaching and Teacher Education · 2024-01-13 · 4 citations

  article1st authorCorresponding
  PublisherDOI

• Towards epistemological pluralism and methodological openness in language teacher emotion research

  System · 2024-10-13 · 1 citations

  article1st authorCorresponding
  PublisherDOI

• Making of an exile

  2022-09-21

  book-chapter1st authorCorresponding

  In this chapter, using an analytic autoethnography (Anderson, 2006), I explore the issue of in-betweenness that has characterized my life from the perspective of decolonial thinking (e.g., de Sousa Santos, 2014; Mignolo & Walsh, 2018). My vantage point is that of an immigrant-exile. According to Said (2000), exile is a condition of our mind – one that can be shared by those who resist the comfort of parochial loyalties, even when one lives in the nation of one’s birth. It is a restless opposition to all orthodoxies, both those of the colonizer and those of the colonized. I first examine the notion of “the South” in relation to my early life in Japan, delving into covert, insidious forms of colonization that I experienced in the Global North. I then shift my focus to my North American academic life. I explore neoliberalism that dominates US institutions of higher education, paying particular attention to how neoliberalism becomes entangled with coloniality.

  PublisherDOI

• A case study of two South Korean middle school EFL teachers’ practices: instructional stances and use of classroom materials

  Classroom Discourse · 2021-04-03 · 4 citations

  articleSenior author

  This case study uses a sociocultural theoretical perspective to examine how two Korean middle-school EFL teachers nurtured participatory affordances for their students through classroom discourse. We conducted a triangulated analysis of video-recorded classroom discourse, observational notes and teacher interviews. Our findings show how the teachers’ instructional stances, namely orientations to teaching, were linked to their use of materials and their interactional practices. While Ms. Yoon’s instructional stance was undergirded by a focus on grammatical accuracy, Ms. Jin’s stance was student-centred, driven by her desire to make English-language learning meaningful. The teachers’ instructional stances, in turn, fundamentally shaped their discursive strategies, their uses of L2 materials, and the learning opportunities these produced for students. Using decontextualised examples, Ms. Yoon relied on a rapid-paced Initiation-Response-Evaluation (IRE) pattern, positioning students as knowledge-receivers. By contrast, Ms. Jin enacted more dialogic interaction using meaningful intertextual links and playful talk, which resulted in students’ active participation, evidenced by their initiation of topics and extended answers. Our study contributes to nascent classroom-based research on L2 material use by suggesting two additional areas for research: the link between teacher instructional stance and L2 material use and intertextual links as a mediational tool for learning.

  PublisherDOI

• The Disconnect between English Tests and English Proficiency: Two South Korean Jobseekers’ Perceptions and Performances

  2020-01-01 · 4 citations

  book-chapterSenior author
  PublisherDOI

• Toward collaborative partnerships: Lessons from parents and teachers of emergent bi/multilingual students

  Theory Into Practice · 2020-09-24 · 30 citations

  articleOpen accessSenior author

  There is widespread consensus that parental involvement in their children’s education contributes to the children’s success at school. However, it is also recognized that non-dominant populations, particularly immigrant families, face language and cultural barriers, racism, poverty, and other obstacles to navigating school practices that many families do not face. In this article, we argue for the need to reject overtly school-centered parental involvement practices in favor of collaborative partnerships that position parents as equal partners and decision-makers. We first present critical features that characterize home-school collaborative partnerships, based on key literature detailing research from this perspective. Second, we present 2 examples of attempts to forge home-school partnerships, based on qualitative research independently conducted by the coauthors. Finally, we discuss the challenges and possibilities of school-parent partnerships that are illustrated by these examples and conclude by suggesting potential pathways toward more collaborative partnerships.

  PublisherOA PDFDOI

• A Rhizomatic Case Analysis of Instructional Coaching as Becoming

  2020-06-03 · 8 citations

  book-chapter

  Drawing on rhizomatic theory, we examine the professional development approach of instructional coaching as a space of becoming. Analyzing episodes from a year-long coaching collaboration, we show how teacher/coach interaction can be understood as a complex and shifting network of material and discursive elements that can combine to produce surprising outcomes. Thinking through key rhizomatic figurations of assemblage, rhizomatic lines, and territorialization, we examine coaching across intra-actional events: how happenings in coaching conference extend and intertwine with larger assemblages of the classroom and school. We show how rhizomatic ruptures emerging in practice may open up new possibilities for teachers and students.

  PublisherDOI

• Towards Glocally Situated TESOL Practices

  2020-07-31 · 4 citations

  book-chapter

  In the current neoliberal era of teacher accountability and standardized testing, which over-emphasizes measurable outcomes, it is ever more important not to lose sight of those dimensions of teaching that defy easy quantification. Of critical significance is the teacher’s and teacher educator’s sense of self (i.e., their professional identity). Our orienting conceptualization of teacher identity is that of “identity-in-discourse” (Varghese, Morgan, Johnston, & Johnson, 2005), with three key poststructuralist features of identity (e.g., Darvin & Norton, 2015; Varghese, Motha, Trent, Park, & Reeves, 2016). These features include identity as multiple, shifting, and in conflict; identity as crucially related to social, cultural, and political contexts; and identity as being constructed, negotiated, and maintained primarily through discourse.

  PublisherDOI

• Conclusion

  Multilingual Matters eBooks · 2019-03-16

  book-chapterSenior author
  PublisherDOI

• Conclusion

  2019-02-22

  book-chapterSenior author
  PublisherDOI

Frequent coauthors

• Annela Teemant

  University of Indianapolis

  10 shared

• Brandon Sherman

  Indiana University Indianapolis

  10 shared

• Gordon Wells

  University of Victoria

  9 shared

• Hossein Nassaji

  University of Victoria

  4 shared

• Frances Nebus Bose

  3 shared

• Soyoung Sarah Han

  Sogang University

  2 shared

• Alissa Blair

  University of Arkansas at Fayetteville

  2 shared

• Magdalena Madany-Saá

  2 shared

Education

• Ph.D., Curriculum, Teaching, and Learning

  University of Toronto Ontario Institute for Studies in Education