Kangas, S.E.N. (in press). “Is it language or disability?”: An ableist and monolingual filter for English learners with disabilities. TESOL Quarterly.
Kangas, S.E.N. & Schissel J.L. (in press). Holding them back or pushing them out?: Reclassification policies for English learners with disabilities. Linguistics and Education.
Kangas, S.E.N. (2020). Counternarratives of English learners with disabilities. Bilingual Research Journal, 43(3), 267–285.
Kangas, S.E.N., & Cook, M. (2020). Academic tracking of English learners with disabilities in middle school. American Educational Research Journal, 57(6), 2415–2449.
Kangas, S.E.N., Hammond, T.C., & Bodzin, A. (2019). Using geospatial technology to teach language and content to English learners. TESOL Journal, 10(2), 1–12.
Schissel, J.L., & Kangas, S.E.N. (2018). Reclassification of emergent bilinguals with disabilities: The intersectionality of improbabilities. Language Policy, 17(4), 567–589.
Kangas, S.E.N. (2018). Breaking one law to uphold another: Service provision for English learners with disabilities. TESOL Quarterly, 52(4), 877–910.
Kangas, S.E.N. (2018). Why working apart doesn’t work at all: Special education and English learner teacher collaborations. Intervention in School and Clinic, 54(1), 31–39.
Kangas, S.E.N. (2017). “That’s where the rubber meets the road”: The intersection of special education and bilingual education. Teachers College Record, 119(7). 1–36. Winner of the James E. Alatis Prize for Research on Language Planning and Policy in Educational Contexts, 2018
Kangas, S.E.N. (2017). A cycle of fragmentation in an inclusive age: The case of English learners with disabilities. Teaching and Teacher Education, 66, 261–272.
Kangas, S.E.N. (2014). When special education trumps ESL: An investigation of service delivery for ELLs with disabilities. Critical Inquiry in Language Studies, 11(4), 273–306.
Kanno, Y. & Kangas, S.E.N. (2014). “I’m not going to be, like, for the AP”: English language learners’ limited access to advanced college-preparatory courses in high school. American Educational Research Journal, 51(5), 848–878. Winner of the TESOL Award for Distinguished Research, 2015
Kangas, S.E.N. & Schissel J.L. (in press). Holding them back or pushing them out?: Reclassification policies for English learners with disabilities. Linguistics and Education.
Kangas, S.E.N. (2020). Counternarratives of English learners with disabilities. Bilingual Research Journal, 43(3), 267–285.
Kangas, S.E.N., & Cook, M. (2020). Academic tracking of English learners with disabilities in middle school. American Educational Research Journal, 57(6), 2415–2449.
Kangas, S.E.N., Hammond, T.C., & Bodzin, A. (2019). Using geospatial technology to teach language and content to English learners. TESOL Journal, 10(2), 1–12.
Schissel, J.L., & Kangas, S.E.N. (2018). Reclassification of emergent bilinguals with disabilities: The intersectionality of improbabilities. Language Policy, 17(4), 567–589.
Kangas, S.E.N. (2018). Breaking one law to uphold another: Service provision for English learners with disabilities. TESOL Quarterly, 52(4), 877–910.
Kangas, S.E.N. (2018). Why working apart doesn’t work at all: Special education and English learner teacher collaborations. Intervention in School and Clinic, 54(1), 31–39.
Kangas, S.E.N. (2017). “That’s where the rubber meets the road”: The intersection of special education and bilingual education. Teachers College Record, 119(7). 1–36. Winner of the James E. Alatis Prize for Research on Language Planning and Policy in Educational Contexts, 2018
Kangas, S.E.N. (2017). A cycle of fragmentation in an inclusive age: The case of English learners with disabilities. Teaching and Teacher Education, 66, 261–272.
Kangas, S.E.N. (2014). When special education trumps ESL: An investigation of service delivery for ELLs with disabilities. Critical Inquiry in Language Studies, 11(4), 273–306.
Kanno, Y. & Kangas, S.E.N. (2014). “I’m not going to be, like, for the AP”: English language learners’ limited access to advanced college-preparatory courses in high school. American Educational Research Journal, 51(5), 848–878. Winner of the TESOL Award for Distinguished Research, 2015