Selected Publications
Kangas, S.E.N., Hammond, T.C., & Bodzin, A. (in press). Using geospatial technology to teach language and content to English learners. TESOL Journal.
Schissel, J., & Kangas, S.E.N. (2018). Reclassification of emergent bilinguals with disabilities: The intersectionality of improbabilities. Language Policy. Advanced online publication. doi:10.1007/s10993-018-9476-4
Kangas, S.E.N. (2018). Breaking one law to uphold another: Service provision for English learners with disabilities. TESOL Quarterly. Advanced online publication. doi:10.1002/tesq.431
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. doi:10.1177/1053451218762469
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. doi:10.1016/j.tate.2017.04.016.
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. doi:10.3102/0002831214544716
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. doi:10.3102/0002831214544716. Winner of the TESOL Award for Distinguished Research, 2015
Schissel, J., & Kangas, S.E.N. (2018). Reclassification of emergent bilinguals with disabilities: The intersectionality of improbabilities. Language Policy. Advanced online publication. doi:10.1007/s10993-018-9476-4
Kangas, S.E.N. (2018). Breaking one law to uphold another: Service provision for English learners with disabilities. TESOL Quarterly. Advanced online publication. doi:10.1002/tesq.431
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. doi:10.1177/1053451218762469
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. doi:10.1016/j.tate.2017.04.016.
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. doi:10.3102/0002831214544716
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. doi:10.3102/0002831214544716. Winner of the TESOL Award for Distinguished Research, 2015