PUBLICATIONS

 

Peer-reviewed journal articles and book chapters

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Liao, J., Lu, X., Masters, K.A., & Zhou, Z. (Forthcoming). Meaning-focused foreign language learning via telepresence

            robots: A geosemiotic analysis. ReCALL.

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Masters, K. A. (2022). Mentoring for critical English teaching praxis. In K. E. Johnson (guest editor), European Journal of Applied

                Linguistics and TEFL [special issue on mentorship in TEFL], 11(1). 

 

Masters, K. A. (2021). Moving English “beyond” development: Deemphasizing the role of economy in global English discourse. In

                  C.E. Poteau & C.A. Winkle (Eds.), Advocacy for social and linguistic justice in TESOL: Nurturing inclusivity, equity, and social

                  responsibility in English language teaching (pp. 121-134). Routledge.

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Makoni, S., & Masters, K. A. (2021). Decolonization and globalization in communication studies. In Oxford Research Encyclopedia of

                  Communication. Oxford University Press. doi: https://doi.org/10.1093/acrefore/9780190228613.013.1152

 

Masters, K. A., & Makoni, S. (Eds.). (2019). Critical and alternative approaches to language crossing [Special issue]. Journal of

                Multicultural Discourses, 14(4).

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Liao, J., Lu, X., Masters, K., Dudek, J., & Zhou, Z. (2019). Telepresence place-based foreign language learning and the design

               principles. Computer Assisted Language Learning. doi: 10.1080/09588221.2019.1690527

 

Masters, K. A. (2019). [Review of the book Breaking new ground: Teaching students with   limited or interrupted formal education in U.S.

                secondary schools, by A. DeCapua & H. W. Marshall]. New York State TESOL Journal, 6(1), 78-81.

 

Menard-Warwick, J., Bybee, E., Degollado, E. D., Jin, S., Kehoe, S., & Masters, K. A. (2019). Same language, different histories:

               Developing a "critical" English teacher identity. In N. Rudolph, A.F. Seliv, & B. Yazan (Eds.), Destabilizing critical “assumptions” 

               regarding identity, experience, inequity and interaction in (English) language teaching. Journal of Language, Identity &

               Education, 18(6), 364-376. doi: 10.1080/15348458.2019.1671195

 

Menard-Warwick, J., Masters, K. A., & Orque, R. (2019). The translingual identity development of two California teachers: Case studies

               of self-authoring. Journal of Language, Identity & Education, 18(2), 110-125. doi: 10.1080/15348458.2018.1505516

  

Masters, K. A., & Makoni, S. (Eds.). (2017). Rearticulating the past: The continuing influence of Joshua Fishman [Special issue].

                International Journal of the Sociology of Language, 2017(243).

 

Introductions

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Masters, K. A., & Makoni, S. (2019). Gazing at language crossing in the Global North but doing crossing in the Global

               South. Journal of Multicultural Discourses, 14(4), 295-300. doi: 10.10.80/17447143.2019.1660665

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Masters, K. A., & Makoni, S. (2017). Introduction: Joshua Fishman – Public intellectual and intellectual activist. International Journal

                of the Sociology of Language, 2017(243), 7-15. doi: 10.1515/ijsl-2016-0042

 

Other Contributions to the Field

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Masters, K. A. Transitioning with Grace and Gratitude. (Forthoming). Anthopology News. American Anthropology Association. https://www.anthropology-news.org

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