(See also CV, Citations and ResearchGate page)

Selected Publications

Back, M. (2024). Interrogating Racialized Discourses in Educator-Focused Study Abroad: An Ecological Approach. Frontiers: The Interdisciplinary Journal of Study Abroad, 36(1), 202–228. https://doi.org/10.36366/frontiers.v36i1.771

Back, M. & Wagner, M. (2024). Bridging the artificial gap: TESOL frameworks for World Language education and advocacy. SCOLT Dimensions, 59, Elevate, Innovate, Celebrate. Special issue: Focus on bridging language education fields. Available at https://www.scolt.org/wp-content/uploads/2024/03/2_Dimensions-2024_chap2.pdf.

Back, M. (2023). Identity work and intercultural awareness through a cultural excavation curriculum: Preservice teachers studying abroad. The New Educator, 19(4), 368-387. https://doi.org/10.1080/1547688X.2023.2287666

Back, M. & Oulbeid, B. (2022). Examining instructional contexts and student beliefs in Arabic teacher recruitment. Second Language Research & Practice, 3(1), 62–80. http://hdl.handle.net/10125/69868

Back, M., Joseph, R., McCormick, A., & Picorelli, H. (2022). Homestay families as a resource for preservice teachers studying abroad. Teaching and Teacher Education 119, 103849. https://doi.org/10.1016/j.tate.2022.103849

Back, M., Zavala, V., and Franco, R.C. (2022). “Siempre adistanciados:” Ideology, equity, and access in Peruvian emergency distance education for Spanish as a second language. CALICO Journal 39(1), 79-102. https://doi.org/10.1558/cj.19665

Back, M., Golembeski, K., Gutierrez, A., Macko, T., Miller, S., & Pelletier, D (2021). “We were told that the content we delivered was not as important:” Disconnect and Disparities in World Language Student Teaching during COVID-19. System, 103, 102679, 1-11. https://doi.org/10.1016/j.system.2021.102679.

Back, M., Kaufman, D., & Moss, D.M. (2021). Enhancing orientation to cultural difference: The role of reentry work for teacher candidates studying abroad. Journal of Research in Childhood Education, 35(2), 1-14. https://doi.org/10.1080/02568543.2021.1880999.

Back, M. & Dean, J. (2020). ¡Profesores adelante! Recruiting teachers in the target language. Foreign Language Annals, 53: 613– 633. https://doi.org/10.1111/flan.12482

Back, M., Han, M. & Weng, S.-C. A. (2020). Emotional scaffolding of emergent bilinguals through translanguaging strategies: Case stories. Language and Education. https://doi.org/10.1080/09500782.2020.1744638.

Back, M. (2020). “It is a village:” Translanguaging pedagogies and collective responsibility in a rural K-8 school district. TESOL Quarterly.  https://doi.org/10.1002/tesq.562

Back, M. & Wagner, M. (2020). Languages for all: World languages for meaning-making and intercultural citizenship. In B. Dupuy & K. Michelson (Eds.), Pathways to Paradigm Change: Critical Examinations of Prevailing Discourses and Ideologies in Second Language Education (pp. 176­­­–198). American Association of University Supervisors, Coordinators, and Directors of Language Programs (AAUSC).

Back, M. (2019). Race and Linguistic Essentialism on Peruvian Twitter. In Back, M., & Zavala, V. (Eds.) (2018). Racialization and Language: Interdisciplinary Perspectives from Perú (pp. 189-213). Routledge. https://doi.org/10.4324/9781351062541 (Versión en castellano del libro aquí y del capítulo aquí.)

Back, M. (2016). Symbolic competence in interaction: Mutuality, memory and resistance in a peer tutoring context. L2 Journal, 8, 3, 1-22.

Back, M. (2015). Transcultural Performance: Negotiating Globalized Indigenous Identities. Palgrave Macmillan.

Back, M. (2013). Using Facebook data to analyze learner interaction during study abroad. Foreign Language Annals 46, 3, 377-401. https://doi.org/10.1111/flan.12036 Video abstract/discussion of this article available here.