Work Steven C. Beering Hall of Liberal Arts and Education 100 N. University Street West Lafayette Indiana 47907-2098 BRNG 4126work
Work Phone: (765) 496-1622work
Work Email: email@example.comINTERNET
Literacy & LanguageCurriculum and Instruction
- Ph.D. — Language, Literacy & Culture, Indiana University Purdue University Indianapolis
- M.S. — Educational Leadership, Butler University, Indianapolis, IN
- M.S. — Language, Literacy & Culture, Indiana University Purdue University Indianapolis
- B.S. — Elementary Education with specialization and certification in English Language Learners, Indiana University Purdue University Indianapolis
- 2021 – Present
- 2015 – 2021
- 2013 – 2015
Visiting Assistant Professor
Literacy and Language Education
- 2012 – 2013
Supervisor of ELL student teachers
- 2011 – 2012
Harrison Hill Elementary, MSD Lawrence
- 2006 – 2008
Visiting ELL Instructor
Butler University, Indianapolis, IN
- 2004 – 2005
Indiana University Purdue University Indianapolis
- 2003 – 2011
ELL and World Language Director
MSD Lawrence, Indianapolis, IN
- 1998 – 2002
MSD Lawrence, Indianapolis, IN
Trish Morita-Mullaney, Ph.D., is an Associate Professor in English Language Learning (ELL) at Purdue University in West Lafayette, IN. She also holds a courtesy appointment in Asian American studies program. Trish is a licensed K-12 teacher, coach and administrator from Arizona and Indiana where she taught and led ELL adult education, middle and elementary school. She served as Past President of the Indiana Chapter for Teachers of English to Speakers of Other Languages.
Her research focuses on the intersections between language learning, gender and race and how this informs the identity acts of educators of bilingual students. Guided by critical and feminist thought, she examines how these overlapping identities inform the logics of educational decision making for bilingual students.
- Morita-Mullaney, T., Greene, M. C. S., Cushing-Leubner, J., Benegas, M., & Stolpestad, A. (2021). COVID-19 and Pandemic Teaching: Emergency Remote Teaching and Learning and English Learner Teachers. Indiana TESOL Journal, 18(1), 25-50. doi:10.18060/25273
- Cushing-Leubner, J., Morita-Mullaney, T., Greene, M. C. S., Stolpestad, A., & Benegas, M. (2021). The (im)possibilities of equitable education of multilingual emergent bilinguals in remote teaching: a survey of English language teachers in the Great Lakes region. Planning and Changing Journal, 50(3/4), 139-164. Retrieved from https://education.illinoisstate.edu/downloads/planning/Cushing_PandC_50.3-4.pdf
- Morita-Mullaney, T., Renn, J. & Chiu, M. (2020). Obscuring equity in dual language bilingual education: A longitudinal study of emergent bilingual achievement, school course placements and grades. TESOL Quarterly, 54(3). doi: 10.1080/19313152.2020.1753930
- Morita-Mullaney, T., Renn, J. & Chiu, M. (2020). Contesting math as the universal language: a longitudinal study of dual language bilingual education language allocation. International Multilingual Research Journal. [online first]. doi:10.1080/19313152.2020.1753930
- Lei, Q., Xin, X., Morita-Mullaney, T. & Tzur, R. (2020). Instructional scaffolds in mathematics instruction for English Learners with learning disabilities: an exploratory case study. Learning Disabilities: A Contemporary Journal, 18(1). http://www.ldw-ldcj.org/images/open_access_articles/Lei_Xin_Morita-Mullaney__Tzur_2020.pdf
- Morita-Mullaney, T. (2018). The intersection of language and race among English learner (EL) leaders in desegregated urban midwest schools: A LangCrit narrative study. Journal of Language, Identity & Education, 1-17. doi:10.1080/15348458.2018.1494598.
- Morita-Mullaney, T., & Stallings, L. (2018). Serving Indiana’s Emergent Bilingual Immigrant (EBI) Youth: A Collective Case Study of EBI Teacher Educators. The Teacher Educator, 53(3), 293-312. doi:10.1080/08878730.2018.1462422.
- Burke, A. M., Morita-Mullaney, T., & Singh, M. (2016). Indiana Emergent Bilingual Student Time to Reclassification: A Survival Analysis. American Educational Research Journal, 53(5), 1310-1342. doi:10.3102/0002831216667481.
- Morita-Mullaney, T. (2016). Borrowing legitimacy as English Learner (EL) Leaders: Indiana’s 14-year history with English language proficiency standards. Language Testing, 34(2), 1-30. doi:10.1177/0265532216653430. Impact factor: .911
- Morita-Mullaney, T.*, & Westerlund, R. (2016). The No Child Left Behind Flexibility Waivers and English Learners: A Midwestern Portrait of Minnesota and Indiana Policies. Minnesota TESOL.
- Morita-Mullaney, T. (2015). From Hoosier-created to nationally-developed: the move from the Indiana English language proficiency standards to the WIDA English language development standards. Indiana Teachers of English to Speakers of Other Languages, 12(1), 7-28.
- Morita-Mullaney, T. & Greene, M. (2015). Narratives of Asian/American Educators: A Case Study of Resistance and Rhetoric. In Hartlep, N. (Ed). Modern Societal Impacts of the Model Minority Stereotype.Hershey, PA: IGI Global.
- Morita-Mullaney, T. (2014). In/Exclusion of English Learners in Longitudinal Research A Historical Review of Indiana’s School Accountability for English Learners. Indiana Teachers to Speakers of Other Languages, 11(1), 61-84.
- Burke, A.M., DePalma, G., Ginther, A., Morita-Mullaney, T., & Young, J.W. (2014). Accountability Lessons for Indiana Schools Serving English Learners. Indiana Teachers of English to Speakers of Other Languages, 11(1), 10-24.
- Brooks, K., Adams, S. & Morita-Mullaney, T. (2010). Creating inclusive communities for ELL students: Transforming school principals’ perspectives. Theory into Practice, 49(2), 145-151.
- EDCI 32600 — Literacy in the Intermediate Classroom
- EDCI 37000 — English as a New Language
- EDCI 53000 — English Language Development
- EDCI 55900 — Academic Language and Content Area Learning
- EDCI 61200 — Seminar in Literacy