Chang-Bacon, C. K., & Salerno, A. S., (2023). Classroom as neo-national microcosm: Training teachers to disrupt neo-national microaggressions. TESOL Quarterly. Advance Online Publication. 



jte 1

Chang-Bacon, C. K. (2022). “We sort of dance around the race thing”: Race-evasiveness in teacher education. Journal of Teacher Education. 73(1) 8-22.




Chang-Bacon, C. K. (2021). Generation interrupted: Rethinking “students with interrupted formal education” (SIFE) in the wake of a pandemic. Educational Researcher. 50(3), 187-196.



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Chang-Bacon, C. K. (2021). Monolingual Language Ideologies and the Idealized Speaker: The “New Bilingualism” Meets the “Old” Educational Inequities. Teachers College Record. 123(1).


All Publications


Chang-Bacon, C. K., & Salerno, A. S., (2023). Classroom as neo-national microcosm: Training teachers to disrupt neo-national microaggressions. TESOL Quarterly. Advance Online Publication. 

Barko-Alva, K. & Chang-Bacon, C. K. (2023). Over-framing: interrogating sentence frames as pedagogical support vs. language restriction. Language, Culture, and Curriculum. Advance Online Publication.

Rutt, A., & Chang-Bacon, C. K., (2023). Monolingual momentum in a multilingual context: The limits of language awareness in a hybrid science learning environment. Journal of Language, Identity, and Education. Advance Online Publication.

Fox, W., & Chang-Bacon, C. K., (2023). Critical language awareness through advocacy:Disrupting deficit discourse through simulation in second language writing teacher education. Journal of Second Language Writing. Advance Online Publication.

Chang-Bacon, C. K. (2022). “We sort of dance around the race thing”: Race-evasiveness in teacher education. Journal of Teacher Education. 73(1) 8-22.

Chang-Bacon, C. K., & Colomer, S. E. (2022). Biliteracy as Property: Promises & Perils of the Seal of Biliteracy. Journal of Literacy Research. 54(2) 182-207.

Lima Becker, M., Chang-Bacon, C. K., & Oliveira, G. (2022). Unilateral translanguaging: Teachers’ language use, perceptions, and experience in a Portuguese-English two-way immersion program. International Journal of Bilingual Education and Bilingualism. 5(8), 3068–3083.

Chang-Bacon, C. K. (2022). ‘I don’t think that’s really their wheelhouse’: Governing language policy interpretation in teacher education. Language Policy. (21) 25-46.

Chang-Bacon, C. K. (2022). Monolingual language ideologies and the Massachusetts Sheltered English Immersion (SEI) endorsement initiative: A critical policy analysis.Educational Policy. 36(3) 479–519.

Chang-Bacon, C. K. (2022). Who’s being ‘sheltered?’: How monolingual language ideologies are produced within education policy discourse and Sheltered English Immersion. Critical Studies in Education.63(2), 212-228.

Chang-Bacon, C. K. (2021). Generation interrupted: Rethinking “students with interrupted formal education” (SIFE) in the wake of a pandemic. Educational Researcher. 50(3), 187-196.

Chang-Bacon, C. K. (2021). Idealized language ideologies: The “new bilingualism” meets the “old” educational inequities. Teachers College Record. 123(1).

Oliveira, G., Lima Becker, M., & Chang-Bacon, C. K. (2020). “Eu sei, I know”: Equity
and immigrant experience in a Portuguese-English dual language education program.
TESOL Quarterly. 54(3). DOI:

Oliveira, G., Chang-Bacon, C. K., Cho, E., & Baez Cruz (2020). Parent and teacher perceptions of a two-way dual language immersion program. Bilingual Research Journal. DOI:

Bacon, C. K. (2020). “It’s not really my job”: A mixed methods framework for
language ideologies, monolingualism, and teaching emergent bilingual learners.
Journal of Teacher Education. 71(2), 172–187. DOI:

Colomer, S. E., & Chang-Bacon, C. K. (2020). Seal of biliteracy graduates get critical:
Incorporating critical biliteracies in dual language programs and beyond. Journal of Adolescent and Adult Literacy. DOI:

Friedman, A. A., Pedersen, J. M., & Bacon, C. K. (2019). Getting to What Is: Poetry as a
genre of access for multilingual learners. Teaching/Writing: The Journal of Writing
Teacher Education. 1(3), 23-56. Retrievable from:

Bacon, C. K., & Kim, S. Y. (2018). “English is my only weapon”: Neoliberal language
ideologies and youth metadiscourse in South Korea. Linguistics and Education. 48, 10-21. DOI:

Bacon, C. K. (2018). Appropriated literacies: The paradox of “critical” literacies, policies,
and methodologies in the “post-truth” era. Education Policy Analysis Archives. 26, (147). DOI:

Friedman, A. A., Bacon, C. K., & Pedersen, J. M. (2018). In praise of poetry: Toward access and power. Illinois English Bulletin, 105(2), 7-13. Retrievable from:

Bacon, C. K. (2017). “Multi-language, multi-purpose”: A literature review, synthesis, and
framework for critical literacies in English language teaching. Journal of Literacy Research, 49(3), 424-453. DOI:

Bacon, C. K. (2017). Dichotomies, dialects, and deficits: Confronting the “Standard
English” myth in literacy and teacher education. Literacy Research: Theory, Method, and Practice, 66(1), 341-357. DOI:

Garcia-Huidobro, J. C., Nannemann, A., Bacon, C. K., & Thompson, K. (2017). Evolution in educational change: A literature review of the historical core of the Journal of Educational Change. The Journal of Educational Change, 18(3), 263-293.


Chang-Bacon, C. K., Lima Becker, M., & Oliveira, G. (in press). Brazilian Immigrant Students and the Gentrification of Portuguese-English DLBE Programs. In G. Delavan, J.A. Freire, & K. Menken (Eds.), Overcoming the Gentrification of Dual Language Bilingual Education: Solution-Oriented Research and Stakeholder Resources.Multilingual Matters.

Chang-Bacon, C. K., & Colomer, S. E. (2022). Critical Biliteracies: The Mutually Reinforcing Endeavors of Freirean Criticality and Bilingualism. In Barros, S.R. & de Oliveira, L. (Eds), Paulo Freire and Multilingual Education Theoretical Approaches, Methodologies, and Empirical Analyses in Language and Literacy (pp. 27-41). Routledge.

Chang-Bacon, C. K., Khote, N., Schell, R., & Crookes, G. (2021). Critical literacy in English language teaching, bi/multilingualism, and translanguaging. In J.Z. Pandya, R.A. Mora, J. Alford, N.A. Golden, R.S. & deRoock (Eds.), The Handbook of Critical Literacies (pp. 40-49). New York, NY: Routledge. 

Proctor, C. P., Chang-Bacon, C. K. (2020). Demographic realities and methodological flexibility for literacy teaching and research. In. E. B. Moje, P. Afflerbach, P. Enciso, & N. K. Lesaux (Eds.), Handbook of Reading Research, Vol. V (pp. 17-36)Routledge. 

Bacon, C. K. (2015). A Pedagogy for the oppressor: Re-envisioning Freire and critical pedagogyin contexts of privilege. In M. Kappen, M. S. Selvaraj, & S. T. Baskaran (Eds.), Revisioning Paradigms: Essays in Honour of David Selvaraj (pp. 226-237). Bangalore, India: Visthar. Retrievable from

View Chris’s Academic CV: Chang-Bacon_CV_6.2023