Chris Chang-Bacon

Assistant Professor

United States

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Chris Chang-Bacon is an Assistant Professor at the University of Virginia Curry School of Education in the United States. His research focuses on language ideologies, multilingual education, and critical language awareness, with recent articles addressing topics such as linguistic microaggressions and pedagogical strategies in diverse classrooms. He advocates for inclusive teaching practices that support multilingual learners and disrupt deficit discourses in educational settings.

Articles (16)

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2024

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2024

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2023

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2023

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2023

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2023

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2023

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2023

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2022

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2020

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2020

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2020

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2020

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2020

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2020

Collaborators (3)

Kate Anderson

Associate Professor

Arizona State University

UNITED STATES

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Isabel Vargas

Lecturer

University of Virginia

UNITED STATES

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Qianqian Zhang-Wu

Assistant Professor & Director of Multilingual Writing

Northeastern University

UNITED STATES

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Chris Chang-Bacon

Research Interests

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Articles (16)

Language ideologies and access in a multilingual tutoring program

Navigating monolingual language ideologies: Educators’ “Yes, BUT” objections to linguistically sustaining pedagogies in the classroom

Classroom as Neo-National Microcosm: Teachers Learning to Disrupt Linguistic Microaggressions

Critical language awareness through advocacy: Disrupting deficit discourse through simulation in L2 writing teacher education

From frustration to fascination: Discourse analysis as writing feedback for multilingual learners

Introduction to the Special Issue

Monolingual Momentum: The Limits of Critical Language Awareness in a Hybrid Science Learning Environment

Over-framing: interrogating sentence frames as pedagogical support vs. language restriction

“Advocating for and with”?: Defining, simulating, and enacting advocacy for teacher education in multilingual/multicultural contexts

Biliteracy as Property: Promises and Perils of the Seal of Biliteracy

“Eu sei, I know”: Equity and Immigrant Experience in a Portuguese‐English Dual Language Bilingual Education Program

Parent and teacher perceptions of a Brazilian Portuguese two-way immersion program

“It’s Not Really My Job”: A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners

Who’s being ‘sheltered?’: How monolingual language ideologies are produced within education policy discourse and sheltered English immersion

Monolingual Language Ideologies and the Massachusetts Sheltered English Immersion Endorsement Initiative: A Critical Policy Analysis

Seal of Biliteracy Graduates Get Critical: Incorporating Critical Biliteracies in Dual‐Language Programs and Beyond

Collaborators (3)

Kate Anderson

Isabel Vargas

Qianqian Zhang-Wu

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