Research Gate [<a href="http://Melisa Cahnmann on ResearchGate” target=”_blank” rel=”noopener”>LINK HERE] hosts many of my articles:
Articles (underlined titles are linked to pdfs)
Coda, J., Cahnmann-Taylor, M., & Jiang, Lei (2020): This was not what I expected: Changing l in World Language Education. Journal of Language, Identity, and Education.
Cahnmann-Taylor, M., Nuruddin, S. N., Zhang, K., Wang, Y., Deaton, A. B., Meng, X, Brown-Lemley, A., Sun, M. (2019). Critical intersections through poetry in a TESOL & world language graduate education program. Intersections: Critical issues in Education, 3 (2), 138-154.
*Cahnmann-Taylor, M. & Hwang, Y. (2019) Poetic habits of mind in TESOL Teacher Preparation. Language and Education. 33(5), 399–415. https://doi.org/10.1080/09500782.2018.1540634
Cahnmann-Taylor, M. (2019, August). “Getting More Out Of It”: Teachers Documenting Experiences Abroad Through Poetry. Tesol International Association < http://newsmanager.commpartners.com/tesolsris/issues/2019-07-18/4.html>
Cahnmann-Taylor, M. (2019). Teachers as Poets: Helping Educators Bridge Borders By Developing Personal Literary Practices. Teachers and Writers Magazine. https://teachersandwritersmagazine.org
Cahnmann-Taylor, M. (December 2018). What’s fair and unfair: Leaning about race in World Language Education. The Doctor T. J. Eckleburg Review. < https://www.eckleburg.org/?p=104348&preview=1&_ppp=83a3b0eee1>
*Cahnmann-Taylor, M. (2018). Sentence Diagram Dolor. English Journal, 100 (2), 109.
*Cahnmann-Taylor, M. (2018). Poetry Reading, Writer’s House Philadelphia. English Journal, 100 (2), 109.
Cahnmann-Taylor, M. (2018) A Good Year for “Good” Ethnographic Poetry. Anthropology & Humanism.
Cahnmann-Taylor, M. (2018). Community conversations: University of Georgia [NEA Big Read Chinese New Year]. (Interview with N.R. Thomas). Retrieved March 6 2018 <https://www.artsmidwest.org/news/2018/03-06/nea-big-read-community-conversations>
Cahnmann-Taylor, M. & Coda, J (2018): Troubling normal in world language education, Critical Inquiry in Language Studies, DOI: 10.1080/15427587.2018.1450632. To link to this article: https://doi.org/10.1080/15427587.2018.1450632
Cahnmann-Taylor, Melisa (2017) ““I’m Not Talking to You” “You Don’t Have to!” Trans/scripting the Bland-Encinia Case,” Pedagogy and Theatre of the Oppressed Journal: Vol. 2 , Article 2. Available at: https://scholarworks.uni.edu/ptoj/vol2/iss1/2
Cahnmann-Taylor, M., Bleyle, S. & Hwang, Y. (2016) “Poetry in an MED-TESOL Program: Using Poetry to Create East-West Contact Zones in TESOL Graduate Education. TESOL Journal.
*Cahnmann-Taylor, M. (2016). Robinson Jeffers, Big Read, and Me. Georgia Review.
Cahnmann-Taylor, M. (2016). Imperfect tense: An ethnodrama of Americans learning Spanish in Mexico. The Reunion: The Dallas Review, 6 (1). http://www.utdallas.edu/ah/reunion/index.html
Cahnmann-Taylor, M. (2015). Ethnographic poetry and the leaping bilingual mind. Savage Minds. Writers Workshop, Season Four blog post. http://savageminds.org/2015/01/26/announcing-the-spring-2015-writers-workshop-series/
Cahnmann-Taylor, M. (2015). Imperfect tense: An ethnodrama of Americans learning Spanish in Mexico. Centre for Imaginative Ethnography. http://imaginativeethnography.org/imaginings/literary-experiments-in-ethnography/c-june-23-misha-cahnmann-taylor/
Cahnmann-Taylor, M., Zhang, K., Bleyle, S. & Hwang, Y. (2015) “Searching for an entrance” and finding a two-way door: Using Poetry to Create East-West Contact Zones in TESOL Graduate Education. International Journal on Education and the Arts. http://www.ijea.org/v15.html
Cahnmann-Taylor, M. (2014) Living the (Im)perfect American Sueño [Dream]: Adult Spanish Language Study in Mexico. Anthropology & Education Quarterly 45 (4), 409-413.
Wooten, J. & Cahnmann-Taylor, M. (2014) Black, White, and Rainbow [of Desire]: The colour of race-talk of pre-service world language educators in Boalian theatre workshops. Pedagogies: An International Journal¨9(3), 179-195.
Cahnmann-Taylor, M. (2014). Coaching ourselves to perform multiplicity and advocacy: A response to Stephens & Mills. Reading, Writing Quarterly, 30: 211-214.
Cahnmann-Talor, Melisa. (2013 April 24) Review of Arts Based Research by Tom Barone & Elliot W. Eisner. Education Review, 16. Retrieved [Date] from
Chappell, S. V. & Cahnmann-Taylor, M. (2013). RRE Podcast http://rre.sagepub.com/site/misc/Index/Podcast.xhtml
Chappell, S. V. & Cahnmann-Taylor, M. (2013). Blog post on No Child Left With Crayons: What The Imperative of Arts-Based Education and Research With Language “Minority” and Other Minoritized Communities Means for California Policy Makers. http://www.edpolicyinca.org/blog/
Chappell, S. V. & Cahnmann-Taylor, M. (2013). No Child Left With Crayons: The Imperative of Arts-Based Education and Research With Language “Minority” and Other Minoritized Communities. Chappell_Cahnmann-Taylor RRE article Review of Educational Research 37 (1), 255 – 280.
Cahnmann-Taylor, M. (2011). When poetry became ethnography and other flying donkey tales. Anthropology & Education Quarterly 42 (4), 393-6.
Cahnmann-Taylor, M. (2010). Teaching Poetry in Georgia Schools. English Journal, 100 (2), 109.
Cahnmann-Taylor, M. (2010). On finding original and transformative ethnographic voices, Ethnofoor 21 (1) 101-104.
McClure, G. & Cahnmann-Taylor, M. (2010). Pushing back against push-in; ESOL teacher resistance & the complexities of coteaching. TESOL journal.
Maynard, Kent & Cahnmann-Taylor, M. (2010). Anthropology at the Edge of Words: Where Poetry and Ethnography Meet. Anthropology & Humanism 35(1), pp. 2-19.
Cahnmann-Taylor, M., Wooten, J., Souto-Manning, M., & Dice, J. (2009). The art & science of educational inquiry: Analysis of performance-based focus groups with novice bilingual teachers. Teachers College Record, 111 (11) 2535-2559. Click here for article: TCRCahnmann09
Cahnmann-Taylor, M. & Preston, D. (2008). What bilingual poets can do: Re-visioning English Education for (Bi)literacy. English in Education, 42 (3), 234-252.
Rymes, B., Cahnmann-Taylor, M., & Souto Manning, M. (2008). Bilingual Teachers’ Performances of Power and Conflict. Teaching Education 19 (2), 93-107.
Souto-Manning, M, Dice, J., Cahnmann-Taylor, M. & Wooten, J. (2008) The Power and Possibilities of Performative Critical Early Childhood Teacher Education. JECTE (Journal of Early Childhood Teacher Education), 29 (4), 309-325.
Cahnmann, M. (2006). Reading, living, and writing bilingual poetry as scholARTistry in the language arts classroom. Language Arts, 83 (4), 341-351.
Cahnmann, M. & Varghese, M. (2005). Critical advocacy and bilingual education in the United States. Linguistics and Education, 16. 59-73.
Cahnmann, M., Rymes, B., & Souto Manning, M. (2005). Using critical discourse analysis to understand and facilitate identification processes of bilingual adults becoming teachers. Critical Inquiry in Language Studies, an International Journal, 2, (4) 195-213.
Cahnmann, M. (2005). Translating competence in a critical bilingual classroom. Anthropology & Education Quarterly 36 (3), 230-249.
Cahnmann, M. & Holbrook, T. (2004). Uncovering creative writing in anthropology. Anthropology News, 45 (9), 27.
Cahnmann, M. (2003). The craft, practice, and possibility of poetry in educational research. Educational Researcher, 32 (3), 29-36.
Cahnmann, M. & Hornberger, N. H. (2002). Understanding What Counts: Issues of Language, Culture, and Power in Mathematics Instruction and Assessment. Educators for Urban Minorities, 1 (2), 39-52.
Cahnmann, M. (2000). Rhythm and resource: Repetition as a linguistic style in an urban elementary classroom. Working Papers in Educational Linguistics, 16(1), 39-52.
Cahnmann, M. (1998). Over Thirty Years of Language-in-Education Policy and Planning: Potter Thomas Bilingual School in Philedelphia. Bilingual Research Journal, 22 (1), 65-80.
Cahnmann, M. (1998). “Like three doors- Spanish, English, and both; I’m going to both”: Language attitudes of early adolescent Mexican Americans. SALSA VI: Proceedings of the Sixth Annual Symposium About Language and Society, 13-24.