Kristen Lindahl
Biographic Data
| ID | 5998372 |
|---|---|
| NAME | Kristen Lindahl |
| GIVEN NAMES | Kristen |
| FAMILY NAME | Lindahl |
| SIGNATURE | LINDAHL K |
| AFFILIATIONS | The University of Texas at San Antonio |
| ORCID | 0000-0003-2123-2743 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Mobilising intersectional teacher identity work in professional development of secondary teachers of emergent bilinguals in the US
Our study examines how in-service secondary content-area teachers draw on their intersectional identities to navigate language ideologies and enact equity-focused pedagogies in multilingual classrooms. Situated in a graduate-level professional development (PD) programme in South Texas, we explore how educators develop ideological clarity, redefining their roles through reflexivity and justice-centered practice. Guided by intersectionality and tea…
You have a master’s degree, but you speak so ghetto”
This qualitative study analyzed data from urban intensive and urban characteristic in-service teachers in a master's program using a raciolinguistics framework. Using classwork and interview data, we explored how professional development (PD) allows teachers to engage with professional discourses to process raciolinguistic experiences as they teach in secondary content-area courses. These experiences included microaggressions with other teachers,…
Epistemic modality and evidentiality in virtual intercultural exchanges between Turkish and Texan users of English
This study reports on data from two 6‐week virtual intercultural exchanges (VIEs) between teachers of multilingual learners in K‐12 schools in Türkiye and the United States. Using the data from these asynchronous VIEs, we focus on Turkish world Englishes speakers’ use of epistemic markers and evidentials. We examine how participants from Türkiye use markers of epistemic modality and evidentiality in intercultural encounters and how that use influ…
Between “Struggle and harmony”
The scholarly conversation around new educators and how to support them during their teacher preparation programs and early career experiences has undergone multiple evolutions, most recently with a turn toward acknowledging the dynamic ways in which new educators enact intersectional identities within and without formal classroom contexts and boundaries.The collection of articles curated for this special issue of The New Educator illustrates thi…
“I Look Mexican, So They Assume I Speak Spanish”
This critical discourse analysis study examines Latinx primary and secondary school teacher candidates’ (TCs) struggles with raciolinguistic ideologies that connect speaking Spanish to being authentically Latinx. Data came from a larger qualitative project, in which these TCs engaged in reflexive language ideology and awareness tasks, as part of an English‐as‐a‐second‐language methods class at a large Hispanic‐serving university in Texas. In this…
Linguistically Responsive Instruction for Latinx Teacher Candidates
This qualitative study explored Linguistically Responsive Instruction (LRI) for linguistically diverse Latinx preservice Teacher Candidates (TCs) at a tertiary institution in the southwest region of the United States. To provide an example of preparing TCs to engage in LRI by helping them reflect upon ideological orientations, we operationalized LRI as a series of three reflective tasks—language portraits, ideology trees, and utterance analysis—d…
Teacher Language Awareness Development and Its Implications for New Educators
The purpose of this qualitative study is to investigate how new educators respond to pedagogical tasks that require them to use and reflect upon their Teacher Language Awareness (TLA). TLA is defined as a teacher’s ability to use, analyze, and teach language—an increasingly important part of teachers’ knowledge base given high numbers of English Learners (ELs) in K–12 schools. Via constant comparative analysis of 116 preservice teachers’ qualitat…
Linguistically Responsive Instruction for Latinx Teacher Candidates
This qualitative study explored Linguistically Responsive Instruction (LRI) for linguistically diverse Latinx preservice Teacher Candidates (TCs) at a tertiary institution in the southwest region of the United States. To provide an example of preparing TCs to engage in LRI by helping them reflect upon ideological orientations, we operationalized LRI as a series of three reflective tasks—language portraits, ideology trees, and utterance analysis—d…
Teacher Language Awareness Development and Its Implications for New Educators
The purpose of this qualitative study is to investigate how new educators respond to pedagogical tasks that require them to use and reflect upon their Teacher Language Awareness (TLA). TLA is defined as a teacher’s ability to use, analyze, and teach language—an increasingly important part of teachers’ knowledge base given high numbers of English Learners (ELs) in K–12 schools. Via constant comparative analysis of 116 preservice teachers’ qualitat…
Teacher Language Awareness Development and Its Implications for New Educators
The purpose of this qualitative study is to investigate how new educators respond to pedagogical tasks that require them to use and reflect upon their Teacher Language Awareness (TLA). TLA is defined as a teacher’s ability to use, analyze, and teach language—an increasingly important part of teachers’ knowledge base given high numbers of English Learners (ELs) in K–12 schools. Via constant comparative analysis of 116 preservice teachers’ qualitat…
Linguistically Responsive Instruction for Latinx Teacher Candidates
This qualitative study explored Linguistically Responsive Instruction (LRI) for linguistically diverse Latinx preservice Teacher Candidates (TCs) at a tertiary institution in the southwest region of the United States. To provide an example of preparing TCs to engage in LRI by helping them reflect upon ideological orientations, we operationalized LRI as a series of three reflective tasks—language portraits, ideology trees, and utterance analysis—d…
“I Look Mexican, So They Assume I Speak Spanish”
This critical discourse analysis study examines Latinx primary and secondary school teacher candidates’ (TCs) struggles with raciolinguistic ideologies that connect speaking Spanish to being authentically Latinx. Data came from a larger qualitative project, in which these TCs engaged in reflexive language ideology and awareness tasks, as part of an English‐as‐a‐second‐language methods class at a large Hispanic‐serving university in Texas. In this…
Between “Struggle and harmony”
The scholarly conversation around new educators and how to support them during their teacher preparation programs and early career experiences has undergone multiple evolutions, most recently with a turn toward acknowledging the dynamic ways in which new educators enact intersectional identities within and without formal classroom contexts and boundaries.The collection of articles curated for this special issue of The New Educator illustrates thi…
Epistemic modality and evidentiality in virtual intercultural exchanges between Turkish and Texan users of English
This study reports on data from two 6‐week virtual intercultural exchanges (VIEs) between teachers of multilingual learners in K‐12 schools in Türkiye and the United States. Using the data from these asynchronous VIEs, we focus on Turkish world Englishes speakers’ use of epistemic markers and evidentials. We examine how participants from Türkiye use markers of epistemic modality and evidentiality in intercultural encounters and how that use influ…
You have a master’s degree, but you speak so ghetto”
This qualitative study analyzed data from urban intensive and urban characteristic in-service teachers in a master's program using a raciolinguistics framework. Using classwork and interview data, we explored how professional development (PD) allows teachers to engage with professional discourses to process raciolinguistic experiences as they teach in secondary content-area courses. These experiences included microaggressions with other teachers,…
Mobilising intersectional teacher identity work in professional development of secondary teachers of emergent bilinguals in the US
Our study examines how in-service secondary content-area teachers draw on their intersectional identities to navigate language ideologies and enact equity-focused pedagogies in multilingual classrooms. Situated in a graduate-level professional development (PD) programme in South Texas, we explore how educators develop ideological clarity, redefining their roles through reflexivity and justice-centered practice. Guided by intersectionality and tea…
Multilingual Education and Policy (6 works) · Sociology (6 works) · Pedagogy (5 works) · Psychology (5 works) · EFL/ESL Teaching and Learning (4 works) · Second Language Learning and Teaching (4 works) · Epistemology (3 works) · Ideology (3 works) · Political science (3 works) · Identity (music (2 works)