Mari Haneda, Ph.D.

Associate Professor

Contact Info:

• E-mail: haneda.1@osu.edu
• Office: 202C Arps
• Phone: (614) 247-8603
• Fax: (614) 292-7695

Mailing Address:

• 1945 N. High St.
• Columbus, OH 43210-1172

Biographical Information

Dr. Mari Haneda is an associate professor of Foreign/Second Language Education (F/SLED) as well as of Language, Education, & Society (LES) in the School of Teaching & Learning at the Ohio State University. Together with Dr. David Bloome, she also serves as a co-convener of the doctoral area of study, LES. She earned her graduate degrees from the Ontario Institute for Studies in Education of the University of Toronto in Canada (M.Ed., 1995; Ph.D., 2000). Prior to joining OSU in the fall of 2004, she worked as a postdoctoral research fellow at the Center for Research on Education, Diversity & Excellence in Education (CREDE) housed at the University of California-Santa Cruz, and then as an assistant professor of TESOL at the University of Nebraska-Lincoln.

Research Biography

My research has focused on the second language (L2) oral and literacy practices of school-aged English language learners (ELLs) and adult L2 learners. I take an ethnographic approach, together with the use of discourse analysis, drawing principally on cultural historical activity theory, New Literacy Studies, sociolinguistic studies of bilingualism and biliteracy, and critical linguistics and literacy. My research interests include (a) the oral and literacy practices of school-aged ELLs in and out of school and of L2 adult students; (b) the relationships among language, literacy, gender, ethnicity and culture in the development of identity among language minority students; and (c) the processes through which L2 students are socialized into academic discourse practices. My more recent interests are in the area of language and ideology particularly in relation to TESOL education in schools and English as an International Language in East Asian countries. I am currently analyzing the data from a two-year longitudinal study conducted in public schools in Columbus; my focus is on the interplay between classroom practices and various regimes of control at work at the school, district, and national levels. I have also embarked on a new project in the framework of institutional ethnography, inquiring into the day-to-day practices of elementary school ESL teachers across several different school districts.

Selected Activities & Awards

• Editorial Board Member, TESOL Quarterly 2009-ongoing
• Editorial Review Board Member, Language Arts. 2006-ongoing
• Editorial Review Board Member, Learning Languages, 2005-ongoing
• Member of the Committee on Racism and Bias in the Teaching of English, the National Council of Teachers of English, 2006-08
• Member of the Resolutions Committee, the American Association for Applied Linguistics, 2005-07
• Cultivating New Voices Among Scholars of Color Fellow, the National Council of Teachers of English, 2002-2004
• Social Sciences and Humanities Research Council of Canada Postdoctoral Award, 2001-2003
• Steve Cahir Award (Award for Outstanding Writing Research by a New Scholar), Writing and Literacies SIG, the American Educational Research Association, 2001
• Manuscript Reviewer for journals such as Modern Language Journal, Language Learning, Reading Research Quarterly, International Journal of Applied Linguistics, International Journal of Educational Research, Journal of English for Specific Purposes, Language Awareness, and Language and Education

Selected Grants

• Research on Writing and Composition in 21st Century Context Grant. The Center for the Study and Teaching of Writing, College of Humanities, Ohio State University, 2008-2010
• NCTE Research Foundation Grant, 2006-07
• Layman Awards, University of Nebraska-Lincoln, 2004-05
• Faculty Seed Grant, University of Nebraska-Lincoln, 2003-04

Publications - Edited Journal Issue

• Haneda, M. (Ed.) (2009). Learning over time: Empirical and theoretical issues in the investigation of classroom talk and interaction. A special theme issue in Language and Education 23(4).

Publications - Refereed Journal Articles

• Haneda, M. (forthcoming, December 2009). Enculturation into Discourses by East Asian students in a graduate TESOL program. TESL Canada Journal.
• Haneda, M. (2009). Introduction: Learning over time - empirical and theoretical investigations of classroom talk and interaction. Language and Education, 23(4), 291-294.
• Haneda, M. (2009). Learning about the past and preparing for the future: A longitudinal investigation of a grade 7 “sheltered” social studies class. Language and Education, 23(4), 335-352.
• Haneda, M & Monobe, G. (2009). Bilingual and biliteracy practices: Japanese adolescents living in the United States. The Journal of Asian Pacific Communication, 19(1), 7-29.
• Haneda, M. & Wells, G. (2008). Learning an additional language through dialogic inquiry. Language and Education, 22(2), 114-136.
• Haneda, M. (2008). Contexts for learning: English language learners in a US middle school. The International Journal of Bilingual Education and Bilingualism, 11(1), 75-94.
• Haneda, M. (2007). Modes of engagement in foreign language writing: An activity theoretical perspective. Canadian Modern Language Review, 64 (2), 297-327.
• Haneda, M. (2006). Classrooms as communities of practice: A re-evaluation. TESOL Quarterly. 40(4), 807-817.
• Haneda, M. (2006). Becoming literate in a second language: Connecting home, community, and school literacy practices. Theory into Practice, 45(4), 337-345.
• Haneda, M. (2005). Some functions of triadic dialogue in the classroom: Examples from L2 research. Canadian Modern Language Review, 62(2), 313-333.
• Haneda, M. (2005). Investing in foreign-language writing: A study of two multicultural learners. Journal of Language, Identity, and Education 4(4), 269-290.
• Haneda, M. (2004). The joint construction of meaning in writing conferences. Applied Linguistics 25(2), 178-219.
• Haneda, M. (2002). Learning culture through ethnographic inquiry: A response to Roumiana Ilieva "Living with ambiguity". TESL Canada Journal 19(2), 92-97.
• Haneda, M. and G. Wells. (2000). Writing in "knowledge-building" communities. Research in the Teaching of English, 34(3), 430-457.
• Haneda, M. (2000). Modes of student participation in an elementary school science classroom: From talking to writing. Linguistics and Education 10(4), 1-27.

Courses Taught

• ED T&L 803 - Language in Society
• ED T&L 916 - Classroom-oriented Second Language Research
• ED T&L 937.45 - Multilingualism & Multilingual Literacies
• ED T&L 937.45 - English as an International Language: Theory and Practice
• ED T&L 925.45 - Educating English Language Learners in K-12 Contexts
• ED T&L 925.45 - Sociocultural and Critical Perspectives on Second-Language Development