Laura Mahalingappa is an associate professor in the Applied Linguistics and Language Education program. Her research focuses broadly on the language and education of marginalized learners, incorporating sociolinguistic and critical linguistic and pedagogical perspectives into issues related to teacher preparation to support linguistically and culturally diverse learners and first and multilingual language acquisition. She recently published Light through a prism: Social justice teaching for refugee and displaced students and an edited volume, Contemporary perspectives on English as a medium of instruction. Her current work pertains to critical language acquisition and language pedagogies and linguistically responsive instruction in both PK-12 and post-secondary educational contexts, examining teachers’ beliefs, ideologies, and practices in diverse classrooms, ways to prepare teachers to meet the needs of marginalized students, and policies and practices in teacher education programs.

Before joining TLPL in 2022, she worked in language teacher education programs for 12 years and recently received the 2022 Presidential Distinction Award in Scholarly/Creative Activities at Texas State University, College of Education and previously received the 2015 Creative Teaching Award and the 2014 School of Education Faculty Award for Excellence in Teaching at Duquesne University. She previously taught English in the U.S., Turkey, and the Republic of Georgia.

2022 Presidential Distinction Award in Scholarly/Creative Activities, Texas State University, College of Education

2015 Creative Teaching Award, Duquesne University

2014 School of Education Faculty Award for Excellence in Teaching, Duquesne University

Books

Rodriguez, T.L., Mahalingappa, L., Ghassa-Khalil, O., Meagher, J., Amoud Omar, A., Ergen, L. (2024). Light through a prism: Social justice teaching for refugee and displaced students. Rowman & Littlefield.

Kayi-Aydar, H. & Mahalingappa, L. (Eds.). (In Press, 2024). Contemporary perspectives on English as a Medium of Instruction. Information Age Publishing. 

Mahalingappa, L., Rodriguez, T., & Polat, N. (2017). Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Today’s Classrooms. Lanham, MD: Rowman & Littlefield. ISBN: 978-1-4758-3294-5.

Polat, N., Mahalingappa, L., & Kayi-Aydar, H. (Eds.). (2021). Preparation of Teachers of English as an Additional Language (EAL) around the World: Research, Policy, Curriculum, and Practice. Multilingual Matters. ISBN: 9781788926140

 

Recent Refereed Journal Articles

Moore, S., #Chi, J., & Mahalingappa, L. (2024). Bilingual-Bicultural Education: Opportunity Obscured. Bilingual Research Journal, 47(4), 367-391.

Mahalingappa, L. (2024). Development of linguistic critical consciousness of multilingual preservice teachers of color. International Multilingual Research Journal, 18(3), 290-308. 

Mahalingappa, L., Zong, J., & Polat, N. (2024). The Impact of Captioning and Playback Speed on Listening Comprehension of Multilingual English Learners at Varying Proficiency Levels. System.

Polat, N., Mahalingappa, L. & #Mancilla, R. (2024). IELTS and written syntactic complexity as predictors of GPA of multilingual international graduate students. AERA Open, 10(1),1–17&²Ô²ú²õ±è;4241258729

Mahalingappa, L. (2023). Building teacher candidates’ self-efficacy beliefs about the education of multilingual learners: A linguistically responsive approach. Teaching and Teacher Education, 131, 104190. doi:

Mahalingappa, L., Polat, N, & Meyer, C. K. (2022). Critical language awareness in teacher education: An experiment at the intersection of language, identity, and ideologies. Journal of Multilingual and Multicultural Development. doi: 

Mahalingappa, L., Polat, N., & Wang, R. (2022). A Cross-Cultural Comparison between EFL and ESL Teacher Beliefs about Oral Corrective Feedback: The Case of China and the U.S.A. Language Awareness, 31, 21-52. DOI: 

Mahalingappa, L., Kayi-Aydar, H., & Polat, N. (2021). Institutional and faculty readiness for teaching multilingual international students in university programs in the field of education. TESOL Quarterly, 55, 47-77.

 

Selected Book Chapters

Mahalingappa, L., #Crawford, J., & #Sierra Mejia, A. (2024). Linguistically responsive instruction and ideologies in preservice teacher preparation. In C. Shei & J. Schnell (Eds.), The Routledge handbook of language and mind engineering. Routledge.

Mahalingappa, L., & Polat, N. (2021). Preparation of Teachers of EAL in the U.S.A.: Research, Policy, Curriculum, and Practice. In N. Polat, L. Mahalingappa, & Hayriye Kayi-Aydar (Eds.), Preparation of Teachers of English as an Additional Language (EAL) around the World. (pp. 233-241). Bristol, UK: Multilingual Matters.

Meyer, C. K., Mahalingappa, L. J., & Brugar, K. A. (2018). Thinking inside the box: Using graphic novels to support ELLs in social studies classrooms.  In L. C. de Oliveira, K. Obenchain, R. Kenney, A. Oliveira (Eds.), Approaches to Teaching the Content Areas to English Language Learners in Secondary Schools: English Language Arts, Mathematics, Science, and Social Studies. Springer, Cham. 311-325.

Mahalingappa, L., Rodriguez, T.L., & Polat, N. (2021). Promoting peace through social justice pedagogies for students from immigrant Muslim communities: Using critical language awareness in second language classrooms. In R.L. Oxford, M.M. Olivero, M. Harrison, & T. Gregersen (eds.), Peacebuilding in language education: Innovations in theory and practice (pp. 162-176). Bristol, UK: Multilingual Matters.

Mahalingappa, L. (2013). The acquisition of split-ergativity in Kurmanji Kurdish. In E. Bavin & S. Stoll (Eds.), The Acquisition of Ergativity. Amsterdam: John Benjamins.  239-270.

 

Mahalingappa, L., Kayi-Aydar, K., & Polat, N. (Book Under Contract). A Holistic Approach to Serving Multilingual International Students in Higher Education. Teachers College Press

Mahalingappa, L. (PI), Hankerson, S. (Co-PI), Polat, N. (Co-PI), & Turner, J.D. (Co-PI). Writing for College Essays and Beyond: Developing a college essay writing program for high school students of color.

Mahalingappa, L., & #Alkhateeb, R. Muslim student sense of belonging: identity-threatening, identity-safe, or social-identity affirming college campuses. 

Mahalingappa, L. Preparing preservice teachers to support English Learners in content area classes: Change in beliefs about self-competency, responsibility, and instructional support. 

Gresser, V., & Mahalingappa, L. Teachers learning the difference between expository genres in the context of a university writing methods course.

#Zeng, H., & Mahalingappa, L.  Developing future scientist identity through writing: A genre analysis of a multilingual learner’s lab reports. 

TLPL 788I Sociolinguistics

TLPL 740 Language and Education

TLPL 697 Embracing Diversity: Supporting Culturally and Linguistically Diverse Students in Secondary Classrooms  

TLPL 662 Second Language Acquisition

TLPL 440 Foundations of Educating Multilingual Learners