Ph.D., Georgetown University
Second Languages Education
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Areas of Interest
Second language acquisition, schooling experiences of adolescent immigrant youth, preservice language teacher education, multicultural education
Fall 2017 Courses
- CI 5656 Teaching Literacy in Second Language Classrooms (Thursdays 4:40 - 7:20)
- CI 5628 Analyzing Learner Language in Second Language Acquisition (Wednesdays 4:40 – 7:20)
- CI 8161 Research Experience I: Study Design and Planning (Wednesdays 9:30 – 12:00)
- 2011: Multicultural Faculty Award, College of Education and Human Development
- 2010: Recipient Matthew Stark Civil Rights and Civil Liberties Faculty Award
- 2008: Distinguished Teaching Award, College of Education and Human Development
- 2007: Co-recipient of the Heinle & Heinle TESOL Distinguished Research Award for the following paper: Bigelow, M., delMas, R., Hansen, K., & Tarone, E. (2006). Literacy and the processing of oral recasts in SLA. TESOL Quarterly, 40(4), 665-689
Warriner, D., & Bigelow, M. (Eds.) (in progress). Relationships, Reciprocity and Research in Complex Contexts: Critical Reflections on Methods, Power and Equity. Multilingual Matters
Bigelow, M., & Ennser-Kananen, J. (Eds.).(2015). Handbook of Educational Linguistics. New York City: Routledge.
Vinogradov, P. & Bigelow, M. (Eds.) (2012). Low Educated Second Language and Literacy and Acquisition, 7th Symposium. Minneapolis, MN: University of Minnesota Printing Services. Available at LESLLA.org
Bigelow, M. (2010). Mogadishu on the Mississippi: Language, racialized identity, and education in a new land. New York: Wiley-Blackwell.
Tarone, E., Bigelow, M. & Hansen, K. (2009). Literacy and second language oracy. Oxford: Oxford University Press.
King, K., Bigelow, M., & Hirsi, A. (2017). New to school and new to print: Everyday peer interaction among adolescent high school newcomers. International Multilingual Research Journal: Special Issue entitled Exploring Peer Interaction among Multilingual Youth: New Possibilities and Challenges for Language and Literacy Learning. DOI: 10.1080/19313152.2017.1328958
Bigelow, M., Vanek, J., King, K., & Abdi, N. (2017). Literacy as social (media) practice: Refugee youth and home language literacy at school. International Journal of Intercultural Relations, Special issue: Cultural and Academic Adjustment of Refugee Youth in Educational Settings. https://doi.org/10.1016/j.ijintrel.2017.04.002
Ennser-Kananen, J., Escobar, C. F., & Bigelow, M. (2017). “It’s practically a must”: Neoliberal reasons for foreign language learning. International Journal of Society, Culture & Language, 5(1), 15-28.
King, K. & Bigelow, M. (2016). The language policy of placement tests for newcomer English learners. Educational Policy, 1-33. DOI: 10.1177/0895904816681527
Fallas Escobar, C., Ennser-Kananen, J., & Bigelow, M. (2016) Monetary and career based motives at the core of EFL programs: Problems and solutions/Programas de Inglés como lengua extranjera basados en fundamentos económicos y profesionales: Problemas y soluciones. GIST Education and Learning Research Journal, 12, 152-173.
Cushing-Leubner, J., Bigelow, M., Ortega, L., Pergament, S., Adam, K., Hang, M., Susens, S., Prifrel, R., & Allen, M. (2015). Promoting resilience in diverse classrooms: The answers are not in the back of the book. MinneTESOL Journal. http://minnetesoljournal.org/spring-2015/promoting-resilience-in-diverse-classrooms-the-answers-are-not-in-the-back-of-the-book
Bigelow, M. & King, K. (2014). Somali immigrant youths and the power of print literacy. Writing Systems Research, 6(2), 1-16.
Bigelow, M. (2014). Blending social and cognitive research traditions in language learning and teaching: A matter of mentoring and modeling, pp. 42-47. In J. H. Hulstijn, R. F. Young & L. Ortega (Eds.), Bridging the gap: Cognitive and social approaches to research in language learning and teaching. Studies in Second Language Acquisition, 36(3), 1-61.
Ngo, B., Bigelow, M., & Lee, S. (Eds.) (2014). Introduction: What does it mean to do ethical and engaged research with immigrant communities? Special issue: Research with immigrant communities. Diaspora, Indigenous and Migrant Education, 8(1), 1-6
Recent Book Chapters
King, K. & Bigelow, M. (in press). Multilingual education policy, superdiversity, and directions for educational equity. In A. Creese, & A. Blackledge, (vol. eds.) M. Cooke, & J. Simpson (section eds.), The Routledge handbook of language and superdiversity.
Bigelow, M., & King, K. (2016). Peer interaction while learning to read in a new language. In M. Sato, & S. G. Ballinger (eds). Peer interaction and second language learning (pp. 349-375). Philadelphia: John Benjamins.
Bigelow, M. & Pettitt, N. (2015). Narratives of ethical dilemmas with immigrants with limited formal schooling. In DeCosta, P. Ethics in applied linguistics research: Language researcher narratives (pp. 66-82). New York City: Routledge.
Cushing-Leubner, J., & Bigelow, M. (2014). Principled eclecticism and the holistic approach to language teaching and learning. In S. Çelik (Ed.), Approaches and principles in English as a foreign language (EFL) education (pp. 254-263). Ankara, Turkey: Egiten.
Bigelow, M. (2002). Effective Instruction for English Language Learners in the K-12 Setting.