Michele Back
Dados Biográficos
| ID | 313254 |
|---|---|
| NOME | Michele Back |
| PRENOMES | Michele |
| SOBRENOME | Back |
| ASSINATURA | BACK M |
| AFILIAÇÕES | George Mason University |
| ORCID | 0000-0003-0853-5141 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAÇÕES | 85 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 3 |
Introducing the special issue. Critical reflections on colonial pedagogies
This introduction to the special issue situates critical reflection as a central praxis for decolonizing language teacher education (LTE). Against the backdrop of persistent colonial, racial, and neoliberal injustices in global educational systems, we propose a critical reflection framework as an organizing structure through which to examine and disrupt dominant pedagogical paradigms in LTE. We clarify the nuanced distinctions and interconnection…
From problem to right
In this study, I analyze how 15 world language (WL) preservice and in‐service teachers in the United States negotiated the concept of translanguaging in an online, asynchronous educational linguistics class. Integrating language orientations, an ecological model of language teacher agency, a critical reflection framework, and a critical translingual stance, I describe how participants imagined the role of translanguaging in the WL classroom on th…
Characterization of Red Sandstone and Black Crust to Analyze Air Pollution Impacts on a Cultural Heritage Building
Urban air pollution poses significant risks to cultural heritage buildings, particularly in polluted megacities like Delhi, India. The Red Fort, a UNESCO World Heritage Site and a symbol of India’s rich history, is highly susceptible to degradation caused by air pollutants. Despite its great importance as an Indian and world heritage site, no studies have focused on characterizing its constituent materials or the degradation phenomena taking plac…
No nos pueden tratar como se les dé la gana
In this study, we investigate how human rights education (HRE) can enrich Spanish heritage language learning (SHLL) in U.S. secondary classrooms. Using a mixed‐methods action research design, we examined a 9‐week unit on migrant labor rights taught in two Heritage Spanish 3 classes. Data sources included classroom observations, surveys, and a focal lesson analysis. While quantitative findings showed limited shifts in engagement, empathy, and advo…
Interrogating Racialized Discourses in Educator-Focused Study Abroad
I use an ecological approach to analyze a presentation in which four teacher candidates used racialized discourses to describe the indigenous students with whom they worked while studying abroad. I discuss this event and a subsequent interview with two faculty members present at the event, triangulating these data points with program artifacts, interviews with school administrators in the host country, and journal and assignment data from one of …
Identity Work and Intercultural Awareness Through Cultural Excavation
Reflecting upon self-identity is important for teachers and teacher candidates, many of whom have different backgrounds from their multicultural, multilingual students. In this study I analyze data from cultural excavation activities completed by ten teacher candidates during study abroad in Peru, in which they critically reflected upon their own identities in relation to the cultural environments of their study abroad experience. Findings from a…
Homestays as a resource for preservice teachers studying abroad
ESC Guidelines on cardiovascular disease prevention in clinical practice
The ESC Guidelines represent the views of the ESC and were produced after careful consideration of the scientific and medical knowledge and the evidence available at the time of their publication. The ESC is not responsible in the event of any contradiction, discrepancy and/or ambiguity between the ESC Guidelines and any other official recommendations or guidelines issued by the relevant public health authorities, in particular in relation to goo…
We were told that the content we delivered was not as important
Emotional scaffolding for emergent multilingual learners through translanguaging
Despite a large body of literature on foreign language learning anxiety and emerging research on translanguaging, research on the role of translanguaging on the socioemotional experiences of emergent multilingual learners (EMLLs) is minimal at best. Yet the persistent academic and emotional difficulties of EMLLs in K-12 US schools urge a closer look at how translanguaging strategies can help navigate these difficulties. In this article we present…
It Is a Village”
Although rural U.S. school districts are experiencing increases in emergent multilingual learners (EMLLs), many lack the resources for employing TESOL‐specialized staff or training mainstream teachers in how to meet these students’ needs (Freeman Field, n.d.). Indeed, professional development (PD) in TESOL is a continued, persistent necessity for all teachers working with linguistically and culturally diverse students (Pettit, 2011). This article…
Profesores Adelante! Recruiting teachers in the target language
Recruiting qualified world language (WL) educators is a continuing challenge in the United States. Limited research has been conducted on attracting potential teacher candidates. Furthermore, recruitment materials are unavailable in target languages, making it difficult for existing WL teachers, as critical advocates for the profession, to incorporate recruitment into their instruction. This study discusses the findings from the implementation of…
Racialization and Language
They say I'm like that but they don't know me’
Although research on gender and discourse addresses monolingual and multilingual masculinities, few studies attempt to mesh the theoretical frameworks of these two areas of research. Moreover, performance of multilingual and multicultural masculinities is still underdiscussed and lacks researcher reflexivity. In this article, I argue that developing a transcultural perspective on masculinity reveals important complexities often forgotten in the d…
Performing and Positioning Orthography in Peruvian CMC
Using positioning theory and notions of stylization and performance, we examine alternative orthographies posted in Spanish on a Peruvian radio station's website. These posts were reactions to a published photo of Peruvian indigenous congresswoman Hilaria Supa's orthographic errors in notes she took during a congressional meeting. Contrary to our original assumptions, we find that commenters who used Spanish CMC orthography were less likely to su…
Using Facebook Data to Analyze Learner Interaction During Study Abroad
Although study abroad is viewed as an ideal environment for interaction in the target language, research in this area has relied mostly upon self‐reported data, which pose challenges regarding recall bias and participant commitment. This article shows how Facebook data can be used to analyze naturally occurring learner interactions during study abroad. Drawing from a 10‐month, Web‐based ethnography of three learners, findings indicate an overall …
Legitimate Peripheral Participation and Language Learning
Using data from a multisited ethnography of Ecuadorian transnational musicians, I applied Lave and Wenger's (1991) concept of legitimate peripheral participation and Jacoby and Ochs's (1995) notion of co-construction to examine two musicians' attempts to learn Quichua, an Ecuadorian indigenous language. Through an analysis aided by constructivist grounded theory (Charmaz, 2006), I found that co-constructed notions of language beliefs, ethnic iden…
Social Interaction and Linguistic Gain During Study Abroad
This study investigates the role of social interaction in language gain among study abroad students in France. Using the ACTFL Oral Proficiency Interview (OPI), the Can‐Do self‐assessment scale (Clark, 1981), a revised version of the Language Contact Profile (LCP; Freed, Dewey, Segalowitz, & Halter, 2001), and preand postdeparture questionnaires, we examine gains in oral proficiency as related to language contact in the study abroad environment. …
Social Interaction and Linguistic Gain During Study Abroad
This study investigates the role of social interaction in language gain among study abroad students in France. Using the ACTFL Oral Proficiency Interview (OPI), the Can‐Do self‐assessment scale (Clark, 1981), a revised version of the Language Contact Profile (LCP; Freed, Dewey, Segalowitz, & Halter, 2001), and preand postdeparture questionnaires, we examine gains in oral proficiency as related to language contact in the study abroad environment. …
Using Facebook Data to Analyze Learner Interaction During Study Abroad
Although study abroad is viewed as an ideal environment for interaction in the target language, research in this area has relied mostly upon self‐reported data, which pose challenges regarding recall bias and participant commitment. This article shows how Facebook data can be used to analyze naturally occurring learner interactions during study abroad. Drawing from a 10‐month, Web‐based ethnography of three learners, findings indicate an overall …
It Is a Village”
Although rural U.S. school districts are experiencing increases in emergent multilingual learners (EMLLs), many lack the resources for employing TESOL‐specialized staff or training mainstream teachers in how to meet these students’ needs (Freeman Field, n.d.). Indeed, professional development (PD) in TESOL is a continued, persistent necessity for all teachers working with linguistically and culturally diverse students (Pettit, 2011). This article…
We were told that the content we delivered was not as important
Profesores Adelante! Recruiting teachers in the target language
Recruiting qualified world language (WL) educators is a continuing challenge in the United States. Limited research has been conducted on attracting potential teacher candidates. Furthermore, recruitment materials are unavailable in target languages, making it difficult for existing WL teachers, as critical advocates for the profession, to incorporate recruitment into their instruction. This study discusses the findings from the implementation of…
Social Interaction and Linguistic Gain During Study Abroad
This study investigates the role of social interaction in language gain among study abroad students in France. Using the ACTFL Oral Proficiency Interview (OPI), the Can‐Do self‐assessment scale (Clark, 1981), a revised version of the Language Contact Profile (LCP; Freed, Dewey, Segalowitz, & Halter, 2001), and preand postdeparture questionnaires, we examine gains in oral proficiency as related to language contact in the study abroad environment. …
Legitimate Peripheral Participation and Language Learning
Using data from a multisited ethnography of Ecuadorian transnational musicians, I applied Lave and Wenger's (1991) concept of legitimate peripheral participation and Jacoby and Ochs's (1995) notion of co-construction to examine two musicians' attempts to learn Quichua, an Ecuadorian indigenous language. Through an analysis aided by constructivist grounded theory (Charmaz, 2006), I found that co-constructed notions of language beliefs, ethnic iden…
They say I'm like that but they don't know me’
Although research on gender and discourse addresses monolingual and multilingual masculinities, few studies attempt to mesh the theoretical frameworks of these two areas of research. Moreover, performance of multilingual and multicultural masculinities is still underdiscussed and lacks researcher reflexivity. In this article, I argue that developing a transcultural perspective on masculinity reveals important complexities often forgotten in the d…
Performing and Positioning Orthography in Peruvian CMC
Using positioning theory and notions of stylization and performance, we examine alternative orthographies posted in Spanish on a Peruvian radio station's website. These posts were reactions to a published photo of Peruvian indigenous congresswoman Hilaria Supa's orthographic errors in notes she took during a congressional meeting. Contrary to our original assumptions, we find that commenters who used Spanish CMC orthography were less likely to su…
Using Facebook Data to Analyze Learner Interaction During Study Abroad
Although study abroad is viewed as an ideal environment for interaction in the target language, research in this area has relied mostly upon self‐reported data, which pose challenges regarding recall bias and participant commitment. This article shows how Facebook data can be used to analyze naturally occurring learner interactions during study abroad. Drawing from a 10‐month, Web‐based ethnography of three learners, findings indicate an overall …
Racialization and Language
Emotional scaffolding for emergent multilingual learners through translanguaging
Despite a large body of literature on foreign language learning anxiety and emerging research on translanguaging, research on the role of translanguaging on the socioemotional experiences of emergent multilingual learners (EMLLs) is minimal at best. Yet the persistent academic and emotional difficulties of EMLLs in K-12 US schools urge a closer look at how translanguaging strategies can help navigate these difficulties. In this article we present…
It Is a Village”
Although rural U.S. school districts are experiencing increases in emergent multilingual learners (EMLLs), many lack the resources for employing TESOL‐specialized staff or training mainstream teachers in how to meet these students’ needs (Freeman Field, n.d.). Indeed, professional development (PD) in TESOL is a continued, persistent necessity for all teachers working with linguistically and culturally diverse students (Pettit, 2011). This article…
Profesores Adelante! Recruiting teachers in the target language
Recruiting qualified world language (WL) educators is a continuing challenge in the United States. Limited research has been conducted on attracting potential teacher candidates. Furthermore, recruitment materials are unavailable in target languages, making it difficult for existing WL teachers, as critical advocates for the profession, to incorporate recruitment into their instruction. This study discusses the findings from the implementation of…
ESC Guidelines on cardiovascular disease prevention in clinical practice
The ESC Guidelines represent the views of the ESC and were produced after careful consideration of the scientific and medical knowledge and the evidence available at the time of their publication. The ESC is not responsible in the event of any contradiction, discrepancy and/or ambiguity between the ESC Guidelines and any other official recommendations or guidelines issued by the relevant public health authorities, in particular in relation to goo…
We were told that the content we delivered was not as important
Homestays as a resource for preservice teachers studying abroad
Identity Work and Intercultural Awareness Through Cultural Excavation
Reflecting upon self-identity is important for teachers and teacher candidates, many of whom have different backgrounds from their multicultural, multilingual students. In this study I analyze data from cultural excavation activities completed by ten teacher candidates during study abroad in Peru, in which they critically reflected upon their own identities in relation to the cultural environments of their study abroad experience. Findings from a…
Interrogating Racialized Discourses in Educator-Focused Study Abroad
I use an ecological approach to analyze a presentation in which four teacher candidates used racialized discourses to describe the indigenous students with whom they worked while studying abroad. I discuss this event and a subsequent interview with two faculty members present at the event, triangulating these data points with program artifacts, interviews with school administrators in the host country, and journal and assignment data from one of …
Introducing the special issue. Critical reflections on colonial pedagogies
This introduction to the special issue situates critical reflection as a central praxis for decolonizing language teacher education (LTE). Against the backdrop of persistent colonial, racial, and neoliberal injustices in global educational systems, we propose a critical reflection framework as an organizing structure through which to examine and disrupt dominant pedagogical paradigms in LTE. We clarify the nuanced distinctions and interconnection…
From problem to right
In this study, I analyze how 15 world language (WL) preservice and in‐service teachers in the United States negotiated the concept of translanguaging in an online, asynchronous educational linguistics class. Integrating language orientations, an ecological model of language teacher agency, a critical reflection framework, and a critical translingual stance, I describe how participants imagined the role of translanguaging in the WL classroom on th…
Characterization of Red Sandstone and Black Crust to Analyze Air Pollution Impacts on a Cultural Heritage Building
Urban air pollution poses significant risks to cultural heritage buildings, particularly in polluted megacities like Delhi, India. The Red Fort, a UNESCO World Heritage Site and a symbol of India’s rich history, is highly susceptible to degradation caused by air pollutants. Despite its great importance as an Indian and world heritage site, no studies have focused on characterizing its constituent materials or the degradation phenomena taking plac…
No nos pueden tratar como se les dé la gana
In this study, we investigate how human rights education (HRE) can enrich Spanish heritage language learning (SHLL) in U.S. secondary classrooms. Using a mixed‐methods action research design, we examined a 9‐week unit on migrant labor rights taught in two Heritage Spanish 3 classes. Data sources included classroom observations, surveys, and a focal lesson analysis. While quantitative findings showed limited shifts in engagement, empathy, and advo…
Pedagogy (12 obras) · Psychology (12 obras) · Sociology (12 obras) · Multilingual Education and Policy (11 obras) · EFL/ESL Teaching and Learning (7 obras) · Global Education and Multiculturalism (7 obras) · Linguistics (7 obras) · Mathematics education (6 obras) · Political science (6 obras) · Second Language Learning and Teaching (5 obras)