Laura Mahalingappa

Associate Professor
School of Education
Department of Instruction & Leadership in Education

101A Canevin
Phone: 412.396.6111
mahalingappal@duq.edu
http://lauramahalingappa.wordpress.com/

Education:

Ph.D., Linguistics, The University of Texas at Austin, 2009
Bio

Dr. Laura Mahalingappa is an associate professor of education in the ESL M.S. Ed., ESL Specialist Certificate, and TESOL Certificate program. She received her PhD in Linguistics from The University of Texas at Austin. Before coming to Duquesne, she taught ESL/EFL in the U.S., Former Soviet Union, and Turkey. At Duquesne, she has taught courses to both ESL and content-area pre-service teachers related to supporting linguistically and culturally diverse learners.

Her research on learning and teaching in marginalized communities has included grammatical and sociocultural aspects of bilingual language acquisition, teachers' beliefs about teaching linguistically and culturally diverse populations, using virtual field experiences to prepare preservice teachers to work with English learners, notions of race, ethnicity, and language in ESL teacher preparation programs, and supporting Muslim students. Her research has been published in Applied Linguistics, Language and Education, Teaching Education, International Multilingual Research Journal, Language, Identity, and Education, Language Learning & Technology, and Action in Teacher Education, among others. Her recent books including Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Today's Classrooms (2017) and Preparation of Teachers of English as an Additional Language (EAL) around the World: Research, Policy, Curriculum, and Practice (forthcoming).

Courses

Graduate

Helping English Language Learners in Mainstream Classes (Face-to-Face and online)

Sociolinguistics and the ESL Classroom

Advanced Grammar and Applied Linguistics

Culturally and Linguistically Diverse Learners

Theories, Models, and Instruction of Writing

Undergraduate

Meeting the Needs of English Language Learners

Publications/Presentations

Books

Mahalingappa, L., Rodriguez, T., & Polat. (2017). Supporting Muslim Students: A Guide to Understanding the Diverse Issues of Today's Classrooms. Rowman & Littlefield.

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

Journal Articles

Polat, N., Mahalingappa, L., & Mancilla, R. (2019). Longitudinal growth trajectories of written syntactic complexity: The case of Turkish learners in an intensive English program. Applied Linguistics.

Polat, N., Mahalingappa, L., Hughes, E., &, Karayigit, C. (2019). Change in preservice teacher beliefs about inclusion, responsibility, and culturally responsive pedagogy for English learners. International Multilingual Research Journal, 13(4), 222-238, doi: 10.1080/19313152.2019.1597607

Rodriguez, T. L., Mahalingappa, L., Evangeliste, M., & Thoma, L. (2018). Educators Must Be Activists: Advocating for Muslim Students. The European Educational Researcher, 1(2), 117-135. doi: 10.31757/euer.123.

Mahalingappa, L., Hughes, E. M., & Polat, N. (2018). Developing preservice teachers' self-efficacy and knowledge through online experiences with English language learners. Language and Education, 32, 127-146.

Hughes, E., & Mahalingappa, L. (2018). Experiences and perceived benefits of an electronic pen pal experience on preservice teachers' preparation for working with English learners. Action in Teacher Education, 40(3), 253-271.

Mahalingappa, L., & Polat, N. (2017). Overall and Component-Based Inter-Rater Reliability of the SIOP Model. International Journal of TESOL and Learning, 6, 18-35.

Mahalingappa, L., & Polat, N. (2013). English Language Teacher Education in Turkey: Policy vs. Academic Standards. European Journal of Higher Education, 3, 371-383.

Polat, N., Balog, R., & Mahalingappa, L. (2013). Anonymity and Motivation in Asynchronous Discussions and L2 vocabulary Learning. Language Learning & Technology, 17, 57-74.

Polat, N., & Mahalingappa, L. (2013). Examining Service and Gender Effects on Teacher Beliefs about ELLs in Content Area Classes: A Case for Inclusion, Responsibility and Instructional Support. Teaching Education, 24:1, 58-83

Polat, N., and Mahalingappa, L. (2010). Gender differences in identity and acculturation patterns and L2 accent attainment. Journal of Language, Identity, and Education, 9, 17-35.

Book Chapters

Polat, N., & Mahalingappa, L. (In Press). Teacher beliefs about challenges and opportunities of integrative language and content teaching: The SIOP example. In K. Talbot, S. Mercer, M-T. Gruber, & R. Nishida (Eds.) The Psychological Experience of Integrating Language and Content: Teacher and Learner Perspectives. Multilingual Matters.

Mahalingappa, L., Rodriguez T., & Polat, N. (In Press). Social justice pedagogies for students from immigrant Muslim communities: Using critical language awareness in second language classrooms. In R. Oxford, T. Gregersen, & M. Olivero (Eds.) Peacebuilding in TESOL: Innovations in Theory and Practice. Routledge.

Mahalingappa, L., & Polat, N. (2019). Teaching and researching pronunciation skills: Theory and research-based practices. In N. Polat, T. Gregersen, & P. MacIntyre (Eds.) Research-Driven Pedagogy: Implications of L2A Theory and Research for the Teaching of Language Skills. Routledge.

Meyer, C. K., Mahalingappa, L., & 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. (2018). Self-study to help teachers engage in diversity. In In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & E. Vanassche (Eds.), Teaching, Learning, and Enacting of Self-study Methodology: Unraveling a Complex Interplay. Dordrecht: Springer. 49-54.

Ritter, J. K., Ayieko, R. A., Chao, X., Khalil, O., Mahalingappa, L., Meidl, C. J., Meyer, C. K., Quiñones, S., & Williams, J. A. (2018). Insight gleaned from our participation in a faculty self-study learning group. In J. K. Ritter, M. Lunenberg, K. Pithouse-Morgan, A. P. Samaras, & E. Vanassche (Eds.), Teaching, Learning, and Enacting of Self-study Methodology: Unraveling a Complex Interplay. Dordrecht: Springer. 85-97.

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. (2011). Identity construction in context: Lexical variation following the Turkish language reform. In Ciepiela, K. (Ed.), Identity through a Language Lens. Frankfurt am Main: Peter Lang Publishing House. 73-86.

Presentations

Polat, N., & Mahalingappa, L. (2020). Crosslinguistic Influence in the Development of Written Syntactic Complexity in Instructed L2 Contexts. American Educational Research Association Convention (AERA). San Francisco, CA, April 17-21.

Mahalingappa, L., Rodriguez, T., & Polat, N. (2020). Anti-bias schooling for the socio-cultural integration and education of Muslim children in Western contexts. The American Association of Colleges for Teacher Education (AACTE). Atlanta, GA, Feb. 28-March 1.

Mahalingappa, L., Rodriguez, T., & Polat, N. (2019). Resisting Islamophobia: Fostering Muslim English Learners' Agency through Critical Language Awareness and Critical Media Literacy. American Educational Research Association Convention (AERA). Toronto, Canada, April 5-9.

Polat, N. & Mahalingappa, L. (2019). Review of current theory and research on L2 pronunciation pedagogy. Annual TESOL Convention. Atlanta, GA, March 12-15.

Mahalingappa, L., Polat, N., Hughes, E., & Karayigit, J. (2018). Instigating change in preservice teacher cognition about English learners in content-area classrooms through virtual interactions. American Educational Research Association Convention (AERA). New York, NY, April 13- 17.

Polat, N., Mahalingappa, L., & Mancilla, R. (2018). Written syntactic complexity in instructed versus acquired contexts: Variability by levels. American Educational Research Association Convention (AERA). New York, NY, April 13- 17.

Mahalingappa, L., Rodriguez, T., & Polat, N. (2017). Cultural Approaches to the Education of Muslim Children in U.S. K-12 Schools. American Educational Research Association Convention (AERA). San Antonio, TX. April 27-May1.

Mahalingappa, L. (2017). The Acquisition of Turkish Case Morphology by Kurdish-Turkish Bilingual Children. American Association for Applied Linguistics 2017 Conference. Portland, OR. March 18-21.

Polat, N., Mahalingappa, L., & Hughes, E. (2017). Instigating change in preservice teacher cognition about ELs' education: The case of inclusion, culture, and responsibility in mainstream classrooms. American Association for Applied Linguistics 2017 Conference. Portland, OR. March 18-21.

Mahalingappa, L., Rodriguez, T., & Polat, N. (2017). Supporting Muslim Students in K-12 Schools: Knowledge and Practical Suggestions. Annual TESOL Convention. Seattle, WA, March 21-24.

Mahalingappa, L., & Hughes, E. (2016). Effectiveness of a Virtual Field Experience on Preservice Teachers' Preparation for Working With English Learners. American Educational Research Association Annual Meeting (AERA). Washington, D.C., April 8-12.

Mahalingappa, L. (2015). Critical Notions of Nativeness in an ESL Teacher Preparation Program. Annual TESOL Convention. Toronto, Canada, March 25-29.

Mahalingappa, L. (2015). Chinese and American Teachers' Oral Corrective Feedback Beliefs and Practices. Annual TESOL Convention. Toronto, Canada, March 25-29.

Mahalingappa, L. (2014). Change in Teacher Beliefs about English Language Learners in Mainstream Classes. American Educational Research Association Convention (AERA). Philadelphia, PA, April 3-7.

Polat, N., & Mahalingappa, L. (2013). Effects of Gender and Teaching Experience on Inservice Teachers' Pedagogical Beliefs about the Academic Achievement of English Language Learners. American Educational Research Association Convention (AERA). San Francisco, CA, April 27-May 1.

Polat, N., and Mahalingappa, L. (2012). Changing Pre-service EFL Teachers' Beliefs through Well-Structured Instructional Treatments. Annual TESOL Convention. Philadelphia, PA.

Mahalingappa, L. (2011). Acquiring Language from Non-Native Linguistic Input: Ethnic Kurds in Turkey. Paper presented at the American Association for Applied Linguistics 2011 Conference, Chicago, IL.

Mahalingappa, L. (2010). Language Acquisition from "Non-Native" Speakers: The Case of Kurds in Turkey. Paper presented at New Ways of Analyzing Variation 39, San Antonio, TX.

Mahalingappa, L. (2008). Acquisition of Split-Ergativity in Kurmanji Kurdish. Paper presented at the 33rd Annual Boston University Conference on Language Development, Boston, MA.

Mahalingappa, L. (2007). Variability in the Acquisition of Split-Ergativity in Kurmanji Kurdish. Paper presented at the 81st Annual Meeting of the Linguistic Society of America, Anaheim, CA.