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Bacon, C. K. (2018). “It’s Not Really My Job”: A Mixed Methods Framework for Language Ideologies, Monolingualism, and Teaching Emergent Bilingual Learners. Journal of Teacher Education. DOI:




Bacon, C. K., & Kim, S. Y. (2018). “English is My Only Weapon”: Neoliberal Language Ideologies and Youth Metadiscourse in South Korea. Linguistics and Education. 48, 10-21. DOI:




JLR coverBacon, C. K. (2017). Multilanguage, Multipurpose: A literature review, synthesis, and framework for critical literacies in English language teaching. Journal of Literacy Research 49(3), 424-453. DOI:





Bacon, C. K. (2017). Dichotomies, Dialects, and Deficits: Confronting the “Standard English” Myth in Literacy and Teacher Education. Literacy Research: Theory, Method, and Practice, 66, 341-357. DOI:




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Garcia-Huidobro, J. C., Nannemann, A., Bacon, C. K., & Thompson, K. (2017). Evolution ineducational change: A literature review of the historical core of the Journal of Educational Change. The Journal of Educational Change. 18(3), 263-293. DOI: 10.1007/s10833-017-9298-8




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Bacon, C. K. (2015). A Pedagogy for the Oppressor: Re-Envisioning Freire and Critical Pedagogy in Contexts of Privilege. In M. Kappen, M. S. Selvaraj, & S. T. Baskaran (Eds.), Revisioning Paradigms: Essays in Honour of David Selvaraj (pp. 226-237). Bangalore, India: Visthar.





Bacon, C. K. (Feb 1st, 2017). Political Clarity: Combatting “Post-Truth” Narratives Through Critical Literacy. In Call for Conversations: Education in the Era of Trump. Berkeley Review of Education: 



Bacon, C. K. (Jun 27th, 2015). High Stakes Testing and Critical Thinking: Is Balance Possible? In C.M. Rubin (Ed.), The Global Search for Education: Our Top 12 Global Teacher Blogs – How do you balance preparation for high stakes assessments with teaching and learning in your classroom? Huffington Post Education.


Colomer, S., & Chang-Bacon, C. K. (in press). Seal of biliteracy graduates get critical:
Incorporating critical biliteracies in dual language programs and beyond. Journal of Adolescent and Adult Literacy.

Proctor, C. P., & Chang-Bacon, C. K. (in press). Demographic realities and methodological
flexibility for literacy teaching and research. In. E. B. Moje, P. Afflerbach, P. Enciso,
& N. K. Lesaux (Eds.), Handbook of Reading Research, Vol. V.

View Chris’s Academic CV: Chang-Bacon CV_8.2019