Manka Varghese
Biographic Data
| ID | 3828734 |
|---|---|
| NAME | Manka Varghese |
| GIVEN NAMES | Manka |
| FAMILY NAME | Varghese |
| SIGNATURE | VARGHESE M |
| AFFILIATIONS | University of Washington |
| ORCID | 0000-0003-1432-1297 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 327 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 5 |
‘We couldn’t share who we are without being able to draw on this “twoness”’: Lessons for higher education in integrating linguistic and racial justice in the United States
This article describes a program which centered multilingualism and racial justice in higher education in an elementary teacher education program in the United States. By using the theory of ideological clarity, we sought to understand learning outcomes for teacher candidates (TCs) and their contexts, and make salient the racial and linguistic intersections within TCs' identities/subjectivities. We show that by drawing significantly on candidates…
Recontextualization in Multilingual Science Teacher Professional Learning
Examining the contextual nature of teacher professional learning is important for teachers of multilingual learners. Drawing on interview, classroom observation, and informal communication data for two focal dual language elementary science teachers, this qualitative comparative case study examines the situated nature of multilingual science teacher learning and practice processes: (1) What are the intersecting contexts that shape teachers' scien…
Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered ele…
Forging Teacher Educator Identities: Embracing Friction through Critical Reflexivity
In this essay, we use vignettes to portray our journeys toward, affiliations to and contentions with the “teacher educator” identity. By drawing on critical self-reflection, radical vulnerability and our collaborative discussions and work, we suggest that the formation of a teacher educator identity is relational, tied to emotion and embodied experiences, and career-long. We close with a series of critical questions meant to model the work we bel…
College Capital and Constraint Agency: First-Generation Immigrant English Language Learners’ College Success
Background/Context Language-minoritized and emergent-bilingual (EB) students have historically and frequently been underexamined in the context of research on minoritized students’ pathways in higher education. Understanding the school to college pipeline for emergent bilinguals (EBs) is becoming a critical area of study to help identify and address the barriers that they experience as they attempt to transition to and navigate postsecondary educ…
Troubling Practice: Exploring the Relationship Between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity
In this essay, we argue that teacher education is increasingly marginalizing the relevance of teacher subjectivity and recentering Whiteness, especially in its uptake of practice-based teacher education. Whereas teacher subjectivity has been pushed to the margins of recent conversations about teacher education—and has therefore narrowed our understanding of the ideological and practical affordances and constraints of practice-based teacher educat…
Expansive learning in teachers’ professional development: A case study of intercultural and bilingual preschools in Chile
As colonial legacies, racial dynamics, lingering discrimination, and even violence against Indigenous people and children, especially the Mapuche people (the focus of this study and the largest Indigenous group in the country), continue in Chilean society, research on how their teachers learn and how they perceive their learning has become even more necessary. Understanding the learning development of educators in Intercultural and Bilingual Educ…
Language Ideology, Christianity, and Identity: Critical Empirical Examinations of Christian Institutions as Alternative Spaces
The teaching and learning of languages has been mainly investigated within educational institutions, especially by applied linguists. However, religious spaces such as churches and church related programs have historically and contemporarily served as important alternative spaces for such teaching and learning to take place. At the same time, such institutions and the way that language teaching and learning unfold in these spaces necessitates bot…
Critically Examining Practice‐Based Teacher Education for Teachers of Language Minoritized Youth
"Making Justice Peripheral by Constructing Practice as "Core: How the Increasing Prominence of Core Practices Challenges Teacher Education
Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we…
Teachers as Intellectuals and Advocates: Professional Development for Bilingual Education Teachers
Bilingual education continues to be one of the most controversial educational programs worldwide. In several US states, it has even been put to a vote in general elections. Internationally, nations that have long promoted multilingualism are debating whether the languages of new, working-class immigrants deserve to be taught in schools. Consequently, bilingual educators now find themselves in a newly charged and precarious political position. We …
Undergraduates in a second language: Challenges and complexities of academic literacy development
Challenges for ESL teacher professionalization in the US: A case study
As the language minority student population in the US increases at a rapid pace, a larger number of teachers are pursuing a primary or secondary certification in English as a Second Language (ESL). This case study describes the professional development efforts to provide an ESL endorsement to a group of K‐12 teachers in a large mid‐western university. It describes the systemic nature underlying their professional development, highlighting the inf…
Theorizing Language Teacher Identity: Three Perspectives and Beyond
Language teacher identity is an emerging subject of interest in research on language teacher education and teacher development. Yet relatively little attention has been paid to the ways in which teacher identity is theorized. The present article explores ways of theorizing language teacher identity by presenting three data-based studies of teacher identity and juxtaposing the three different theoretical frameworks that they use: Tajfel's (1978) s…
Professional Development for Bilingual Teachers in the United States: A Site for Articulating and Contesting Professional Roles
Professional development for bilingual teachers has traditionally been viewed as a neutral site for training teachers. In the present study, a professional development for bilingual teachers in the United States is explored through ethnographic methods, specifically focusing on both the content delivery, and the interactions between teacher educators and teachers. The present study shows how professional development can become a site for the arti…
Theorizing Language Teacher Identity: Three Perspectives and Beyond
Language teacher identity is an emerging subject of interest in research on language teacher education and teacher development. Yet relatively little attention has been paid to the ways in which teacher identity is theorized. The present article explores ways of theorizing language teacher identity by presenting three data-based studies of teacher identity and juxtaposing the three different theoretical frameworks that they use: Tajfel's (1978) s…
Troubling Practice: Exploring the Relationship Between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity
In this essay, we argue that teacher education is increasingly marginalizing the relevance of teacher subjectivity and recentering Whiteness, especially in its uptake of practice-based teacher education. Whereas teacher subjectivity has been pushed to the margins of recent conversations about teacher education—and has therefore narrowed our understanding of the ideological and practical affordances and constraints of practice-based teacher educat…
"Making Justice Peripheral by Constructing Practice as "Core: How the Increasing Prominence of Core Practices Challenges Teacher Education
Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we…
Teachers as Intellectuals and Advocates: Professional Development for Bilingual Education Teachers
Bilingual education continues to be one of the most controversial educational programs worldwide. In several US states, it has even been put to a vote in general elections. Internationally, nations that have long promoted multilingualism are debating whether the languages of new, working-class immigrants deserve to be taught in schools. Consequently, bilingual educators now find themselves in a newly charged and precarious political position. We …
Language Ideology, Christianity, and Identity: Critical Empirical Examinations of Christian Institutions as Alternative Spaces
The teaching and learning of languages has been mainly investigated within educational institutions, especially by applied linguists. However, religious spaces such as churches and church related programs have historically and contemporarily served as important alternative spaces for such teaching and learning to take place. At the same time, such institutions and the way that language teaching and learning unfold in these spaces necessitates bot…
Critically Examining Practice‐Based Teacher Education for Teachers of Language Minoritized Youth
Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered ele…
Recontextualization in Multilingual Science Teacher Professional Learning
Examining the contextual nature of teacher professional learning is important for teachers of multilingual learners. Drawing on interview, classroom observation, and informal communication data for two focal dual language elementary science teachers, this qualitative comparative case study examines the situated nature of multilingual science teacher learning and practice processes: (1) What are the intersecting contexts that shape teachers' scien…
Challenges for ESL teacher professionalization in the US: A case study
As the language minority student population in the US increases at a rapid pace, a larger number of teachers are pursuing a primary or secondary certification in English as a Second Language (ESL). This case study describes the professional development efforts to provide an ESL endorsement to a group of K‐12 teachers in a large mid‐western university. It describes the systemic nature underlying their professional development, highlighting the inf…
Professional Development for Bilingual Teachers in the United States: A Site for Articulating and Contesting Professional Roles
Professional development for bilingual teachers has traditionally been viewed as a neutral site for training teachers. In the present study, a professional development for bilingual teachers in the United States is explored through ethnographic methods, specifically focusing on both the content delivery, and the interactions between teacher educators and teachers. The present study shows how professional development can become a site for the arti…
Challenges for ESL teacher professionalization in the US: A case study
As the language minority student population in the US increases at a rapid pace, a larger number of teachers are pursuing a primary or secondary certification in English as a Second Language (ESL). This case study describes the professional development efforts to provide an ESL endorsement to a group of K‐12 teachers in a large mid‐western university. It describes the systemic nature underlying their professional development, highlighting the inf…
Theorizing Language Teacher Identity: Three Perspectives and Beyond
Language teacher identity is an emerging subject of interest in research on language teacher education and teacher development. Yet relatively little attention has been paid to the ways in which teacher identity is theorized. The present article explores ways of theorizing language teacher identity by presenting three data-based studies of teacher identity and juxtaposing the three different theoretical frameworks that they use: Tajfel's (1978) s…
Undergraduates in a second language: Challenges and complexities of academic literacy development
Teachers as Intellectuals and Advocates: Professional Development for Bilingual Education Teachers
Bilingual education continues to be one of the most controversial educational programs worldwide. In several US states, it has even been put to a vote in general elections. Internationally, nations that have long promoted multilingualism are debating whether the languages of new, working-class immigrants deserve to be taught in schools. Consequently, bilingual educators now find themselves in a newly charged and precarious political position. We …
Expansive learning in teachers’ professional development: A case study of intercultural and bilingual preschools in Chile
As colonial legacies, racial dynamics, lingering discrimination, and even violence against Indigenous people and children, especially the Mapuche people (the focus of this study and the largest Indigenous group in the country), continue in Chilean society, research on how their teachers learn and how they perceive their learning has become even more necessary. Understanding the learning development of educators in Intercultural and Bilingual Educ…
Language Ideology, Christianity, and Identity: Critical Empirical Examinations of Christian Institutions as Alternative Spaces
The teaching and learning of languages has been mainly investigated within educational institutions, especially by applied linguists. However, religious spaces such as churches and church related programs have historically and contemporarily served as important alternative spaces for such teaching and learning to take place. At the same time, such institutions and the way that language teaching and learning unfold in these spaces necessitates bot…
Critically Examining Practice‐Based Teacher Education for Teachers of Language Minoritized Youth
"Making Justice Peripheral by Constructing Practice as "Core: How the Increasing Prominence of Core Practices Challenges Teacher Education
Reformers are increasingly calling for and adopting practice-based approaches to teacher preparation, with particular emphasis on identifying and centering core practices. In this article, we argue that organizing teacher education around core practices brings its own risks, including the risk of peripheralizing equity and justice. Situating our argument within the broad economic trends affecting labor and higher education in the 21st century, we…
College Capital and Constraint Agency: First-Generation Immigrant English Language Learners’ College Success
Background/Context Language-minoritized and emergent-bilingual (EB) students have historically and frequently been underexamined in the context of research on minoritized students’ pathways in higher education. Understanding the school to college pipeline for emergent bilinguals (EBs) is becoming a critical area of study to help identify and address the barriers that they experience as they attempt to transition to and navigate postsecondary educ…
Troubling Practice: Exploring the Relationship Between Whiteness and Practice-Based Teacher Education in Considering a Raciolinguicized Teacher Subjectivity
In this essay, we argue that teacher education is increasingly marginalizing the relevance of teacher subjectivity and recentering Whiteness, especially in its uptake of practice-based teacher education. Whereas teacher subjectivity has been pushed to the margins of recent conversations about teacher education—and has therefore narrowed our understanding of the ideological and practical affordances and constraints of practice-based teacher educat…
Forging Teacher Educator Identities: Embracing Friction through Critical Reflexivity
In this essay, we use vignettes to portray our journeys toward, affiliations to and contentions with the “teacher educator” identity. By drawing on critical self-reflection, radical vulnerability and our collaborative discussions and work, we suggest that the formation of a teacher educator identity is relational, tied to emotion and embodied experiences, and career-long. We close with a series of critical questions meant to model the work we bel…
Broadening what counts as science: Developing teacher candidates translanguaging stances in their teacher education program towards translingual, multimodal, interdisciplinary and justice-centered ele…
‘We couldn’t share who we are without being able to draw on this “twoness”’: Lessons for higher education in integrating linguistic and racial justice in the United States
This article describes a program which centered multilingualism and racial justice in higher education in an elementary teacher education program in the United States. By using the theory of ideological clarity, we sought to understand learning outcomes for teacher candidates (TCs) and their contexts, and make salient the racial and linguistic intersections within TCs' identities/subjectivities. We show that by drawing significantly on candidates…
Recontextualization in Multilingual Science Teacher Professional Learning
Examining the contextual nature of teacher professional learning is important for teachers of multilingual learners. Drawing on interview, classroom observation, and informal communication data for two focal dual language elementary science teachers, this qualitative comparative case study examines the situated nature of multilingual science teacher learning and practice processes: (1) What are the intersecting contexts that shape teachers' scien…
Pedagogy (12 works) · Sociology (12 works) · Multilingual Education and Policy (11 works) · Political science (9 works) · Psychology (9 works) · Mathematics education (8 works) · Second Language Learning and Teaching (7 works) · Teacher education (7 works) · Professional development (5 works) · Teacher Education and Leadership Studies (5 works)