Teachers Act Up!

Thoughts on Teaching, Language, and Social Change from Melisa "Misha" Cahnmann-Taylor

Articles

Articles (underlined titles are linked to pdfs)

Cahnmann-Taylor, M., Bleyle, S. & Hwang, Y. (In Press) “Poetry in an MED-TESOL Program: Using Poetry to Create East-West Contact Zones in TESOL Graduate Education. TESOL Journal.

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
http://www.edrev.info/reviews/rev1228.pdf

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 SchoolsEnglish 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 ConflictTeaching 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 StatesLinguistics 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 anthropologyAnthropology 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 PhiledelphiaBilingual 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.

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