Trish Morita-Mullaney
Biographic Data
| ID | 1585205 |
|---|---|
| NAME | Trish Morita-Mullaney |
| GIVEN NAMES | Trish |
| FAMILY NAME | Morita-Mullaney |
| SIGNATURE | MORITA-MULLANEY T |
| AFFILIATIONS | Purdue University West Lafayette |
| ORCID | 0000-0001-5324-500X |
| VERIFIED | Yes |
| TOTAL WORKS | 38 |
| TOTAL CITATIONS | 49 |
| WORKS AS AUTHOR | 38 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Academic Instruction and Classroom Ecology Congruence
In this study of Dual Language Bilingual Education (DLBE), we conducted a quantitative study with K−3 teachers in five schools with DLBE-treatment teachers teaching in English and Spanish and non-DLBE-comparison teachers teaching only in English. The DLBE treatment teachers participated in an 18-month graduate certification with five coaching sessions focused on oral language, vocabulary, and small-group instruction (academic constructs) and clas…
Toward critical inquiry
Funds of Knowledge (FoK) is a frequent framing used in teacher education to support monolingual teachers’ understanding emergent bilinguals’s (EB) multilingual resources. Yet, without critical inquiry and interrogation, FoK can reproduce subtractive beliefs about multilingual families’ multiliteracy practices (MLP). By intersecting the conceptual framing of Trauma-Informed Principles (TIP) (Dorado et al. 2016) with FoK (Moll et al. 1992), we desc…
Bilingual education in the midst of current educational policy and societal contexts
Co-deliberating perceived constraints amid the gentrification politics of dual language bilingual education
Read Aloud Scaffolding for Language and Content Learning With Emergent Bilinguals
This study investigates the types of scaffolding strategies employed by elementary teachers during read aloud sessions, with a specific focus on emergent bilingual students. Through a multi‐site explanatory case study involving 14 elementary teachers across four districts, we analyzed the frequency and quality of scaffold use, categorizing them into interactive, linguistic, visual, and kinesthetic types. Findings reveal that interactive and lingu…
Coaching for Agency, Authority and Advocacy in Dual Language Bilingual Education
In education broadly, and in dual language bilingual education (DLBE) specifically, advocacy for marginalized student populations is recognized as a teacher’s responsibility. Yet, advocacy represents both an orientation and a skill set that teachers must develop. Therefore, there is a need to better understand how teachers can be supported in developing their capacity to advocate. Approaching advocacy in terms of teacher agency and authority, we …
Critical Consciousness Growth
A pedagogy of hope in turbulent times
Bilingual education as resistance
Affirming diversity in bilingual education settings
Bilingual contexts within and beyond the United States
Supporting bilingualism during the Covid-19 pandemic
Interpreting as educational policy
Dr. Ling-Chi Wang reflections on Lau v. Nichols (1974)
Demographic silencing, ableism, and racialization in dual language bilingual education
Dueling Roles in Dual Language Education
Purpose: Building on research in educational leadership, dual language leadership, and leader identity development, this study examines how principals of schools with dual language immersion (DLI) strands perceive and enact their leadership roles and identities. As DLI strands proliferate in schools and districts, this research contributes to understandings of principals’ leader identities as they implement these programs. Research Methods/Approa…
The Chinese Freedom Schools
The Chinese of Chinatown, San Francisco largely opposed the city-wide racial integration plan that would bus their children across the city beginning in 1971. Claiming that it was a violation of their language rights, a need for cultural preservation and continued autonomy from the San Francisco that had long excluded them, Chinatown instituted its own school system called the Chinese Freedom Schools. With this boycott of the public schools, the …
Introduction title of special issue
Introduction to Lau 50th anniversary special issue
Introduction to Volume 47, Issue 1
Dr. Lucinda Lee Katz, Kinney Lau’s first teacher
Introduction to Volume 47, Issue 2
To tell a story
Clashing Roles and Identities of EL Teachers during Emergency Remote Teaching and Learning
During Emergency Remote Teaching and Learning (ERTL) and the closure of schools due to the COVID‐19 pandemic, teachers of multilingual students were positioned to adopt varied outreach methods to sustain access to education among multilingual families. Prior to ERTL, instruction in schools was socially situated as having greater institutional value relative to service‐oriented tasks, yet service‐related needs, including health and human services …
Making “Small Waves of Change”
This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content) and teachers' individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived institutional barriers to improve their language and literacy instruction for designated English language learners (ELLs). In practice, much literacy coac…
Creating Inclusive Learning Communities for ELL Students
School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This arti…
The Intersection of Language and Race among English Learner (EL) Leaders in Desegregated Urban Midwest Schools
This inquiry examines how district English Learner (EL) leaders negotiate and shape their linguistic and racial identities within the landscape of racially desegregated urban school districts. Girded by the theory of LangCrit, an intersection between critical language studies (CLS) and Critical Race Theory (CRT), this study illuminates how EL leaders position language and language learning as their primary leadership aim. This language-centered f…
Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education
This multimodal critical discourse analysis is part of a larger equity audit of how the websites of 11 of the largest U.S. school districts discussed access to dual language bilingual education (DLBE). Prior research has frequently documented how administrators utilize DLBE programs to compete with one another for the supposedly necessary resource of privileged students, while deprioritizing language-minoritized students in ways that resemble gen…
Multilingual multiliteracies of Emergent Bilingual families
Emergent Bilingual families interact with their children across their shared languages and resources, creating unique literacy activities. As a form of family engagement, teachers can observe these created literacies within Emergent Bilingual families, and attempt to transport such practices into classrooms. There is, however, a danger that the different dynamics of classrooms may constrain how Emergent Bilingual students express themselves, affe…
At the intersection of bilingual specialty and leadership
In this collective case study, the preparation of Indiana’s emergent bilingual district-level leaders demonstrates how they implement, negotiate, and lead language programs for their students. Most studies on leadership of emergent bilinguals focus on the building principal and not on this distinct district-level role. This district leadership study of bilingual students uses a three-phase approach, including a survey and semistructured interview…
Indiana Emergent Bilingual Student Time to Reclassification
In this study, we employed a discrete-time survival analysis model to examine Indiana emergent bilingual time to reclassification as fluent English proficient. The data consisted of five years of statewide English language proficiency scores. Indiana has a large and rapidly growing Spanish-speaking emergent bilingual population, and these students are prevalent in the low socioeconomic status group. Our findings suggest that Spanish home language…
Affirming diversity in bilingual education settings
Making “Small Waves of Change”
This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content) and teachers' individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived institutional barriers to improve their language and literacy instruction for designated English language learners (ELLs). In practice, much literacy coac…
Obscuring Equity in Dual Language Bilingual Education
Dual language bilingual education (DLBE) is a unique form of bilingual education that has the potential to preserve and develop the heritage languages of emergent bilinguals, foster high levels of bilingualism, and address academic disparities, thereby changing emergent bilinguals’ educational conditions and learning outcomes. Yet, DLBE schools and programs are nested within a broader sociopolitical context which may attenuate the benefits of DLB…
Co-deliberating perceived constraints amid the gentrification politics of dual language bilingual education
Clashing Roles and Identities of EL Teachers during Emergency Remote Teaching and Learning
During Emergency Remote Teaching and Learning (ERTL) and the closure of schools due to the COVID‐19 pandemic, teachers of multilingual students were positioned to adopt varied outreach methods to sustain access to education among multilingual families. Prior to ERTL, instruction in schools was socially situated as having greater institutional value relative to service‐oriented tasks, yet service‐related needs, including health and human services …
Creating Inclusive Learning Communities for ELL Students
School-level administrators are often concerned about tertiary supports for English language learners (ELLs), such as translating signs and school documents or offering Spanish classes for their teachers. Although modeling and learning the heritage language(s) of the ESL population can be helpful, its focus on language differences can limit our considerations of broader systemic challenges that impact the success of ELLs in our schools. This arti…
Indiana Emergent Bilingual Student Time to Reclassification
In this study, we employed a discrete-time survival analysis model to examine Indiana emergent bilingual time to reclassification as fluent English proficient. The data consisted of five years of statewide English language proficiency scores. Indiana has a large and rapidly growing Spanish-speaking emergent bilingual population, and these students are prevalent in the low socioeconomic status group. Our findings suggest that Spanish home language…
Borrowing legitimacy as English learner (EL) leaders
English language proficiency or English language development (ELP/D) standards guide how content-specific instruction and assessment is practiced by teachers and how English learners (ELs) at varying levels of English proficiency can perform grade-level-specific academic standards in K–12 US schools. With the transition from the state-developed Indiana ELP/D standards adopted in 2003 to the World Class Instructional Design and Assessment (WIDA) E…
The Intersection of Language and Race among English Learner (EL) Leaders in Desegregated Urban Midwest Schools
This inquiry examines how district English Learner (EL) leaders negotiate and shape their linguistic and racial identities within the landscape of racially desegregated urban school districts. Girded by the theory of LangCrit, an intersection between critical language studies (CLS) and Critical Race Theory (CRT), this study illuminates how EL leaders position language and language learning as their primary leadership aim. This language-centered f…
At the intersection of bilingual specialty and leadership
In this collective case study, the preparation of Indiana’s emergent bilingual district-level leaders demonstrates how they implement, negotiate, and lead language programs for their students. Most studies on leadership of emergent bilinguals focus on the building principal and not on this distinct district-level role. This district leadership study of bilingual students uses a three-phase approach, including a survey and semistructured interview…
Obscuring Equity in Dual Language Bilingual Education
Dual language bilingual education (DLBE) is a unique form of bilingual education that has the potential to preserve and develop the heritage languages of emergent bilinguals, foster high levels of bilingualism, and address academic disparities, thereby changing emergent bilinguals’ educational conditions and learning outcomes. Yet, DLBE schools and programs are nested within a broader sociopolitical context which may attenuate the benefits of DLB…
Contesting math as the universal language
In this study, we used a quasi-experimental, longitudinal design to examine the English language arts (ELA) and mathematics test scores of emergent bilinguals (EBs) in DLBE 50:50 models versus English as a second language (ESL) models in Indiana over four academic school years. With a focus on the midwestern U.S., we bring attention to a less-studied area where the EB population is more recent, but quickly growing. Results show that students who …
Multilingual multiliteracies of Emergent Bilingual families
Emergent Bilingual families interact with their children across their shared languages and resources, creating unique literacy activities. As a form of family engagement, teachers can observe these created literacies within Emergent Bilingual families, and attempt to transport such practices into classrooms. There is, however, a danger that the different dynamics of classrooms may constrain how Emergent Bilingual students express themselves, affe…
Spanish language proficiency in dual language and English as a second language models
In this study, we examine the Spanish proficiency progress of elementary Spanish-English bilinguals in three types of language program models: a dual language bilingual education (DLBE) model with a 90/10 language allocation, a DLBE model with a 50/50 language allocation, and an English as a Second Language (ESL) model over an academic year. In the domain of speaking, individual student characteristics were most predictive of progress. For listen…
Conscripted into thinking of scarce, selective, privatized, and precarious seats in dual language bilingual education
This multimodal critical discourse analysis is part of a larger equity audit of how the websites of 11 of the largest U.S. school districts discussed access to dual language bilingual education (DLBE). Prior research has frequently documented how administrators utilize DLBE programs to compete with one another for the supposedly necessary resource of privileged students, while deprioritizing language-minoritized students in ways that resemble gen…
Quantity and quality of literacy instruction for English language learners in Indiana elementary schools
This research adopts a collective case study to explore the quantity (time allocations for key literacy components and group configurations) and the quality of English language arts (ELA) instruction for Grade 1 English language learners (ELLs) across six classrooms in three Indiana elementary school districts during the 2019–2020 school year. Three teachers (treatment group) were participants in a year-long professional development (PD) program …
Improving English language arts instruction in Indiana dual language bilingual education classrooms
This paper reports on a mixed methods systematic classroom observation study as part of a federally funded project to improve instruction for English language learners (ELLs) in Indiana Dual Language Bilingual Education (DLBE) classrooms. Participating DLBE teachers received professional development through online ELL licensure and DLBE certificate coursework along with on-site sociocultural instructional coaching. Participants include 15 teacher…
Introduction to Volume 46, Issues 3–4
Dr. Ling-Chi Wang reflections on Lau v. Nichols (1974)
Demographic silencing, ableism, and racialization in dual language bilingual education
Dueling Roles in Dual Language Education
Purpose: Building on research in educational leadership, dual language leadership, and leader identity development, this study examines how principals of schools with dual language immersion (DLI) strands perceive and enact their leadership roles and identities. As DLI strands proliferate in schools and districts, this research contributes to understandings of principals’ leader identities as they implement these programs. Research Methods/Approa…
The Chinese Freedom Schools
The Chinese of Chinatown, San Francisco largely opposed the city-wide racial integration plan that would bus their children across the city beginning in 1971. Claiming that it was a violation of their language rights, a need for cultural preservation and continued autonomy from the San Francisco that had long excluded them, Chinatown instituted its own school system called the Chinese Freedom Schools. With this boycott of the public schools, the …
Introduction title of special issue
Introduction to Lau 50th anniversary special issue
Introduction to Volume 47, Issue 1
Dr. Lucinda Lee Katz, Kinney Lau’s first teacher
Introduction to Volume 47, Issue 2
To tell a story
Clashing Roles and Identities of EL Teachers during Emergency Remote Teaching and Learning
During Emergency Remote Teaching and Learning (ERTL) and the closure of schools due to the COVID‐19 pandemic, teachers of multilingual students were positioned to adopt varied outreach methods to sustain access to education among multilingual families. Prior to ERTL, instruction in schools was socially situated as having greater institutional value relative to service‐oriented tasks, yet service‐related needs, including health and human services …
Making “Small Waves of Change”
This multisite qualitative case study explores ways in which instructional coaching focused on English language development (content) and teachers' individual beliefs (process) can help general education and dual language bilingual education elementary teachers work within and through perceived institutional barriers to improve their language and literacy instruction for designated English language learners (ELLs). In practice, much literacy coac…
Multilingual Education and Policy (30 works) · Pedagogy (25 works) · Psychology (25 works) · Sociology (25 works) · Mathematics education (20 works) · Bilingual education (19 works) · Second Language Learning and Teaching (16 works) · Linguistics (14 works) · Political science (12 works) · EFL/ESL Teaching and Learning (10 works)