Chris Chang-Bacon studies equity in multilingual and multicultural contexts. His current research explores language policy implementation, such as dual-language and biliteracy seal programming, as well as the impact of critical literacy and anti-racist pedagogies in teacher education. As a former ESL teacher in Massachusetts, South Korea, and Morocco, Chang-Bacon’s scholarship is informed by the dynamic multilingual, multidialectal, and multimodal language practices young people bring to classrooms.
Chang-Bacon’s research in culturally and linguistically sustaining writing pedagogies has been applied in professional development and youth writing workshops for a variety of grade levels, including the Boston Public Schools Excellence for All initiative. He received the 2019 AERA Language and Social Processes SIG Emerging Scholar Award, and has previously received research awards from the AERA Bilingual Education Research and Paulo Freire SIGs. His current projects are funded by grants from NCTE and the International Research Foundation for English Language Education. You can see Chang-Bacon’s recent publications in the Journal of Teacher Education, Linguistics and Education, and the Journal of Literacy Research.
Special Issue of School Psychology Review Highlights New Approaches to Close the Discipline Gap in US Schools