Bibliography of Selected Publications by LLC Faculty (as of 8/31/04)
For a more comprehensive list of publications, please visit the faculty member's web page.

Austin, T. (1994). Technology and teacher education. National Association for Bilingual Education Newsletter, June 15, 5-6, 36-37.

Austin, T. (1994). The role of humor in Japanese language classes: Cases of pragmatic failure. Proceedings of the Second Princeton Japanese Workshop (pp. 129-144).

Austin, T. (1994). What's so funny? Appreciating Japanese humor. Journal of Asian Pacific Communication, 5 (1,2), 57-88.

Austin, T. (1995). Focusing on cross cultural pragmatics in Japanese curriculum and materials development. Proceedings from the Joint Meeting of the National Council of Secondary Teachers of Japanese and the Association of Teachers of Japanese. Washington , DC .

Austin, T. & Campbell, C. (2004). Introduction to the New Visions Initiative: Articulation and assessment. In G. Brauer & K. Sanders (Eds.)   New visions in foreign and second language education (pp. 92-106). San Diego : LARC Press.

Austin, T. (with C. Nakayama, A. Oda, Y. Ley, & S. Urabe ) (1994). A yen for business: Learning Japanese through a business simulation. Foreign Language Annals, 27 (2), 196-220.

Austin, T., & Abder, P. (1995). Mentoring urban teachers in bilingual settings. Education and Urban Society, 28 (1).

Austin, T. (1998). Initial stages in learning how to “happyoo.” Ethnographic observations in Japanese elementary school classrooms. Proceedings of the Thirteenth Annual Conference of the South East Association of Teachers of Japanese . Chapel Hill , NC : University of North Carolina .

Austin, T. (1998). Crosscultural pragmatics: Building in analysis of communication across cultures and languages: Examples from Japanese. Foreign Language Annals, 31 (3), 1-21.

Bloome, D., & Willett, J. (1991). The micropolitics of classroom interaction. In J. Blaise (Ed.), The politics of life in schools: Power, conflict and cooperation. Newbury Park , CA : Sage.

Dudley-Marling, C. & Paugh, P. (in press). Tapping the power of student voice through whole language practices. Reading and Writing Quarterly.

Dudley-Marling, C. & Paugh, P. (in press). The rich get richer and the poor get Direct Instruction. In Altwerger (Ed). Reading for profit: The commercialization of readin instruction. Portsmouth : Heinemann.

Dudley-Marling, C. & Paugh, P.C. (2004) A classroom teacher's guide to struggling readers . Portsmouth : Heinemann.

Egan-Robertson, A. & Willett, J. (1998). Students as ethnographers, thinking and doing ethnography: A bibliographic essay. In A. Egan-Robertson & D. Bloome (Eds.). Students as researchers of culture and language in their own communities (pp. 1-32). Cresskill , NJ : Hampton Press.

Feldman, A., Paugh, P., & Mills, G. (2004) Self-study through action research. In Loughran, Hamilton ,Kubler-LaBoskey, & Russell (Eds.) International handbook ofself-study of teaching and teacher education practices, (pp. 943-977). Dordrecht :Kluwer Academic Publishers .

Gebhard, M. (in review). School reform, hybrid texts, and second language literacies. TESOL Quarterly.

Gebhard, M. (2004).  Fast capitalism and second language acquisition. Reprint in Modern Language Journal 87 .

Gebhard, M. (2002). The construction of bilingual educators in the context of charter school legislation. Equity and Excellence in Education, 35 (3) 255-264.

Gebhard, M. (2002) Getting past “see spot run”: Supporting second language literacy development through school restructuring.   Educational Leadership, 60 (4) 35-39

Gebhard, M, (2002)  Fast capitalism and second language acquisition. Canadian Modern Language Review, 59 (1) 15-52.

Gebhard, M. (1999). Debates in SLA studies: Redefining classroom SLA as an institutional phenomenon. TESOL Quarterly, 36, 544-557.

Gebhard, M. (1998).  A case for professional development schools. TESOL Quarterly, 32, 501-510.

Gebhard, M. (1998). Second language writing theory. In M. L. Kennedy (Ed.) Theorizing composition: A critical source book of theory and scholarship. Westport , CT : Greenwood Press.

Gebhard, M., Habana Hafner, D., & Wright, M. (2004). Teaching English language learners the language game of math. In Michael Sadowski (Ed.) Teaching immigrant and second-language learners. Cambridge , MA : Harvard Educational Publishing Group.

Gebhard, M., Austin, T., Nieto, S., Willett, J. (2002). “You can't step on someone else's words”: Preparing all teachers to teach language minority students. In Zeynep Beykont (Ed.). The power of culture: Teaching across language difference. Cambridge , MA : Harvard Educational Publishing Group.

Halley. M.J.H. & Austin, T. (2003). An interactive approach to language teaching . Boston : Allyn & Bacon.

Kinsley, C. and Rudman, M. (1999). Building community and character through service learning, Classroom Leadership, 2 (4).

Kubota, R. Austin, T. & Abbott, Y. (2003). Diversity and sociopolitical issues in foreign language classrooms: An exploratory survey. Foreign Language Annals .

Luna, C. & Turner, C. (2001). The impact of the MCAS: Teachers talk about high-stakes testing. English Journal, 91 (1), 79-87.

Luna, C., Solsken, J. & Kutz, E. (2000). Defining literacy: Lessons from high-stakes teacher testing. Journal of Teacher Education , 51(4).

Nieto, S. (2004) Affirming diversity: The sociopolitical context of multicultural education , 4 th revised ed. New York : Allyn & Bacon Publishers.

Nieto, S. (2004). Puerto Rican students in U.S. schools: A troubled past and the search for a hopeful future. In James A. Banks and Cherry A. McGee Banks (Eds), Handbook of research on multicultural education, 2nd ed. San Francisco : Jossey-Bass Publishers.

Nieto, S. (2004). Schools for a new majority: The role of teacher education in hard times. The New Educator. Inaugural issue, 26 – 42.

Nieto, S. (2003). What keeps teachers going? New York : Teachers College Press.

Nieto, S. (2003). Challenging notions of ‘highly qualified teachers' through work in a teachers' inquiry group, Journal of Teacher Education, 54 , 5, pp. 386-398.

Nieto, S. (2002) Language, culture, and teaching: Critical perspectives for a new century. Mahwah , NJ : Lawrence Erlbaum Associates, Publishers.

Nieto, S. (1999). The light in their eyes: Creating multicultural learning communities. New York : Teachers College Press.

Nieto, S. (1998). Fact and fiction: Stories of Puerto Ricans in U.S. schools. Harvard Educational Review, 68 (2), 133-163. Special issue on the education of Puerto Ricans.

Nieto, S. (1994). Lessons from students on creating a chance to dream. Harvard Educational Review, 64 , n. 4 (Winter, 1994), 392 - 426.

Paugh, P. (2004). “Making room”: Negotiating democratic research relationships between school and academy. (2004) Teaching Education . 15 (2), 215-227

Raible, J. & Nieto, S. (2003). Beyond categories: The complex identities of adolescents. In M. Sadowski (Ed.), Adolescents at school: Perspectives on youth, identity, and education (pp. 145-161) . Cambridge , MA : Harvard Education Press.

Rudman, M. (1993). Children's literature: Resource for the classroom, 3rd ed. Boston : Christopher-Gordon.

Rudman, M. (1989). From Mother Goose to Judy Blume. Los Altos , CA : The Hume Corporation.

Rudman, M. (1989). Your child and testing. Los Altos , CA : The Hume Corporation.

Rudman, M. (1994). Is that book politically correct? Truth and trends in historical literature for young people: An educator speaks. Journal of Youth Services in Libraries, 7 (2), 164-172.

Rudman, M. (forthcoming). Children's literature: An issues approach, 4th ed. New York : Longman.

Rudman, M. (1997). (Assoc. Ed.) The New Press guide to multicultural resources for young readers. New York : New Press.

Rudman, M., Bernstein, J. E., & Gagne, K. (1994). Books to help children cope with separation and loss, 4th ed. New York : Bowker.

Rudman, M., & Pearce, A. (1988). For love of reading. New York : Consumer Reports Books.

Rudman, M., & Rosenberg , S. (1991). Confronting history: Holocaust books for children. The New Advocate, 4 (3), 163-177.

Rudman, M. (1993). Encyclopedia entry. Encyclopedia of English studies and language arts. New York : NCTE/Scholastic.

Rudman, M. K.& Botelho, M. J., Reading Corner for Professionals: Book reviews on critical literacy and social justice, Language Arts, 79 ( 5).

Rudman, M. K.& Botelho, M. J. (forthcoming). Critical multicultural analysis of children's literature: Mirrors, windows, and doors. Mahwah , NJ : Lawrence Erlbaum Associates.

Solsken, J., Willett, J., & Wilson-Keenan, J. (2000). Cultivating hybrid texts in multicultural classrooms: Promise and challenge. Research in the Teaching of English, 35 (2), 175-208.

Takahashi, E., Austin, T. & Morimoto, Y. (2000). Social interaction and language development in a FLES classroom. In J.Hall-Kelly. The development of second and foreign language through classroom interaction . Mahwah , NJ : Lawrence Erlbaum Associates.

Willett, J. (1995). Becoming first graders in an L2: An ethnographic study of L2 socialization. TESOL Quarterly. 29 (3), 473-503.

Willett, J., Solsken, J. & Wilson-Keenan, J. (1998). The (im)possibility of constructing multicultural language practices in research and pedagogy. Linguistics and Education, 10 (2), 165-218.

Wilson Keenan, J., Solsken, J., & Willett, J. (1999). “Only boys can jump high”: Reconstructing gender relations in a first/second grade classroom. In B. Kamler (Ed.), Constructing gender and difference: Critical research perspectives on early childhood (pp. 33-70). Cresskill , NJ : Hampton Press.

Wilson-Keenan, J., Willett, J., & Solsken, J. (2001). Families as curriculum partners in an urban elementary inclusion classroom. In J. Murphy & P. Boyd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 92-114). Ann Arbor , MI : University of Michigan Press.

Wilson-Keenan, J., Solsken, J., & Willett, J. (2001). Troubling stories: Valuing productive tensions in collaborating with families. Language Arts , 78 (6), 520-528.

Willett, J. & F. Bailey (2004). Language teacher education collaborative (LTEC). Talking and Working Together. TESOL Publications

Willett, J. & Miller. S. (2004) Transforming the discourse of teaching and learning: Rippling waters and shifting sands. In M. Hawkins (Ed.) Sociocultural Approaches to Language Teacher Education. Multilingual Matters Press

Willett, J. & Rosenberger, C. (in press). Critical dialogue: Interrupting the discourses of home-school connections. In C. Pease-Alvarez & S. Schecter (Eds.) Learning, Teaching, and Community: Contributions of Situated and Participatory Approaches to Educational Innovation. Lawrence Erlbaum.