Publications

Featured Publications

jte 1

Bacon, C. K. (2018). “It’s Not Really My Job”: A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners. Journal of Teacher Education. DOI: https://doi.org/10.1177/0022487118783188

 

 


L&E

Bacon, C. K., & Kim, S. Y. (2018). “English is My Only Weapon”: Neoliberal Language Ideologies and Youth Metadiscourse in South Korea. Linguistics and Education. 48, 10-21. DOI: https://doi.org/10.1016/j.linged.2018.09.002

 

 

 


JLR coverBacon, C. K. (2017). Multilanguage, Multipurpose: A literature review, synthesis, and framework for critical literacies in English language teaching. Journal of Literacy Research 49(3), 424-453. DOI: https://doi.org/10.1177/1086296X17718324

 

 

 


All Publications

Colomer, S., & Chang-Bacon, C. K. (2019). Seal of biliteracy graduates get critical:
Incorporating critical biliteracies in dual language programs and beyond. Journal of Adolescent and Adult Literacy. DOI: https://doi.org/10.1002/jaal.1017

Friedman, A. A., Pedersen, J. M., & Bacon, C. K. (2019). Getting to What Is: Poetry as a
genre of access for multilingual learners. Teaching/Writing: The Journal of Writing
Teacher Education. 1(3), 23-56. Retrievable from:
https://scholarworks.wmich.edu/wte/vol6/iss1/3

Bacon, C. K. (2018). “It’s not really my job”: A mixed methods framework for
language ideologies, monolingualism, and teaching emergent bilingual learners.
Journal of Teacher Education. DOI: https://doi.org/10.1177/0022487118783188

Bacon, C. K., & Kim, S. Y. (2018). “English is my only weapon”: Neoliberal language
ideologies and youth metadiscourse in South Korea. Linguistics and Education. 48, 10-21. DOI: https://doi.org/10.1016/j.linged.2018.09.002

Bacon, C. K. (2018). Appropriated literacies: The paradox of “critical” literacies, policies,
and methodologies in the “post-truth” era. Education Policy Analysis Archives. 26, (147).
DOI: http://dx.doi.org/10.14507/epaa.26.3377

Friedman, A. A., Bacon, C. K., & Pedersen, J. M. (2018). In praise of poetry: Toward access
and power. Illinois English Bulletin, 105(2), 7-13. Retrievable from: https://www.researchgate.net/publication/324455339_In_Praise_of_Poetry_Toward_Access_and_Power

Bacon, C. K. (2017). “Multi-language, multi-purpose”: A literature review, synthesis, and
framework for critical literacies in English language teaching. Journal of Literacy Research, 49(3), 424-453. DOI: https://doi.org/10.1177/1086296X17718324

Bacon, C. K. (2017). Dichotomies, dialects, and deficits: Confronting the “Standard
English” myth in literacy and teacher education. Literacy Research: Theory, Method, and Practice, 66(1), 341-357. DOI: https://doi.org/10.1177/2381336917719255

Garcia-Huidobro, J. C., Nannemann, A., Bacon, C. K., & Thompson, K. (2017). Evolution in
educational change: A literature review of the historical core of the Journal of Educational Change. The Journal of Educational Change, 18(3), 263-293.
DOI: https://doi.org/10.1007/s10833-017-9298-8

Bacon, C. K. (2015). A Pedagogy for the oppressor: Re-envisioning Freire and critical pedagogyin contexts of privilege. In M. Kappen, M. S. Selvaraj, & S. T. Baskaran (Eds.), Revisioning Paradigms: Essays in Honour of David Selvaraj (pp. 226-237). Bangalore, India: Visthar. Retrievable from http://www.visthar.org/Revisioning%20Paradigms.pdf

View Chris’s Academic CV: Chang-Bacon CV_8.2019