Meg Gebhard
Professor, School of Education, University of Massachusetts Amherst
Ph.D. University of California, Berkeley, 2002
Curriculum Vitae
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My research agenda centers on understanding second language literacy development, teachers’ professional development, and the discourses of educational reform in the United States. My work is informed by an institutional perspective of second language learning with a focus on analyzing how classroom practices shape and are shaped by the contexts of public schooling in the United States, particularly schools engaged in reform efforts. My publications have focused primarily on K-12 second language learner literacy development. I serve on the editorial board for TESOL Quarterly and co-created and co-directed the ACCELA Alliance (Access through Critical Content and English Language Acquisition), a university-school partnership designed to support urban classroom teachers in using a Hallidayan perspective of language and learning to design, implement, and reflect on curriculum and instruction in the context of English-only state mandates and federal legislation such as No Child Left Behind.
Research Areas
  • The academic literacy development of linguistically and culturally
    diverse learners in urban schools
  • Sociocultural perspectives of literacy development
  • Systemic functional linguistics and disciplinary literacy practices
  • Critical discourse analysis
  • Teachers’ professional development and school change
Professional Affiliations
Editorial Boards
  • Language Arts: July, 2008-2012, 2015-present
  • TESOL Quarterly: December, 2006-2009

International Professional Organizations
North American Systemic Functional Linguistics Association
  • President, 2012-present
  • Secretary, 2010-2012
American Association of Applied Linguistics
  • Annual conference proposal reader, 2004-present
Teachers of English to Speakers of Other Languages
  • 2002-2003: Chair of the Teacher Education Interest Section (TEIS). Responsible for adjudication of over 250 proposals for the Annual International Meeting of TESOL in Baltimore, Maryland
  • 2001-2002: Chair-Elect of the Teacher Education Interest Section (TEIS). Responsible for organizing the TEIS Annual Academic Session for the Annual International Meeting of TESOL in Salt Lake City, Utah
  • Author of “From the Chair” section of the 2002 TEIS Newsletter
  • 1999-present: Annual conference proposal reader
American Educational Research Association
  • 2013 Reviewer Division K Award for Innovations in Research on Diversity in Teacher Education

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Publications
(by most recent publication date / click underlined titles to view)
Refereed Journal Articles
Analyzing diverse learners' writing in mathematics: Systemic functional linguistics in secondary pre-service teacher education
Accurso, K., Gebhard, M., & Purington, S. (2017). Analyzing diverse learners' writing in mathematics: Systemic functional linguistics in secondary pre-service teacher education. International Journal of Mathematics Teaching and Learning, 18(1), 84-108.
Translingual context zones: Critical reconceptualizing of teachers' work within the context of globalism
Gebhard, M., & Willett, J. (2015). Translingual context zones: Critical reconceptualizing of teachers' work within the context of globalism. Linguistics & Education, 32, 98-106.
Redefining conceptions of grammar in English Education in Asia: SFL in practice
Gebhard, M., Chen, I., & Gunawan, W. (2014). Redefining conceptions of grammar in English Education in Asia: SFL in practice. Applied Research on English Language, 3(2), 1-17.
“Miss, nominalization is a nominalization”: ELLs’ use of SFL metalanguage and their literacy practices
Gebhard, M., Chen, I., & Britton, B. (2014). “Miss, nominalization is a nominalization”: English language learners’ use of SFL metalanguage and their literacy practices. Linguistics and Education, 26, 106-125.
Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education
Gebhard, M., Chen, I., Graham, H., & Gunawan, W. (2013). Teaching to mean, writing to mean: SFL, L2 literacy, and teacher education. Journal of Second Language Writing, 22(2), 107-124.
Reconsidering genre theory in K-12 schools: A response to school reforms in the United States
Gebhard, M., & Harman, R. (2011). Reconsidering genre theory in K-12 schools: A response to school reforms in the United States. Journal of Second Language Writing, 20, 45-55.
Blogging and emergent L2 literacy development in an urban elementary school
Gebhard, M., Shin, D. S., & Seger, W. (2011). Blogging and emergent L2 literacy development in an urban elementary school: A functional perspective. CALICO Journal, 28(2), 278-307.
Teacher education in changing times: A systemic functional linguistics (SFL) perspective
Gebhard, M. (2010). Teacher education in changing times: A systemic functional linguistics (SFL) perspective. TESOL Quarterly, 44(4), 797-803.
Challenges for Latino educators crossing symbolic, cultural, and linguistic boundaries: Coming to voice in teacher preparation with competing voices
Austin, T., Willett, J., Gebhard, M., & Lao-Montes, A. (2010). Forging new academic futures/ strategically building cultural capital: Preparing educators to address inequitable access to discourse, knowledge, and power. Journal of Latinos and Education, 9(4), 1-22.
Teachers as critical text analysts
Gebhard, M., Demers, J., & Castillo-Rosenthal, Z. (2008). Teachers as critical text analysts: L2 literacies and teachers’ work in the context of high-stakes school reform. Journal of Second Language Writing, 17(4), 274-291.
Social to academic: Univ.-school dist. partnership helps teachers broaden students’ language skills
Gebhard, M., & Willett, J. (2008). Social to academic: University-school district partnership helps teachers broaden students’ language skills. The Journal of Staff Development, 29(1), 41-45.
Reclaiming recess: Learning the language of persuasion
Gebhard, M., Harman, R., & Seger, W. (2007). Reclaiming recess: Learning the language of persuasion. Language Arts, 84(5), 419-430.
School reform, hybrid discourses, and second language literacies
Gebhard, M. (2005). School reform, hybrid discourses, and second language literacies. TESOL Quarterly, 39(2), 187-210.
Fast capitalism, school reform, and second language literacy practices
Gebhard, M. (2004). Fast capitalism, school reform, and second language literacy practices. Reprint in Modern Language Journal, 88(2), 245-265. (Selected from the Canadian Modern Language Review as most provocative article of the year.)
Charter schools and bilingual education: A case study of teachers negotiating policy-making roles
Gebhard, M. (2002). Charter schools and bilingual education: A case study of teachers negotiating policy-making roles. Equity and Excellence in Education, 35(3), 255-264.
Getting past “See Spot Run”
Gebhard, M. (2002). Getting past “See Spot Run.” Education Leadership, 60(4), 35-39.
Reading corner for educators: Making informational literacy practices visible
Gebhard, M., Keenan, R., & Willett, K. (2002). Reading corner for educators: Making informational literacy practices visible. Language Arts, 80(1), 68-69.
Debates in SLA studies: Redefining classroom SLA as an institutional phenomenon
Gebhard, M. (1999). Debates in SLA studies: Redefining classroom SLA as an institutional phenomenon. TESOL Quarterly, 36(3), 544-557.
A case for professional development schools
Gebhard, M. (1998). A case for professional development schools. TESOL Quarterly, 32(3), 501-510.
Book Chapters
Supporting L2 elementary science with SFL in an age of school reform
Accurso, K., Gebhard, M., & Selden, C. (2016). Supporting L2 elementary science with SFL in an age of school reform. In L. de Oliveira & T. Silva (Eds.), Second language writing in elementary classrooms: Instructional issues, content-area writing and teacher education (pp. 126–150). New York: Palgrave Macmillan.
Multiliteracies
Gebhard, M., & Ives, D. (2012). Multiliteracies. In J. Banks (Ed.), Encyclopedia of diversity in education (pp. 1577-1579). Thousand Oaks, CA: Sage Publications.
Institutional ethnography
Gebhard, M. (2012). Institutional ethnography. In C. Chapelle & L. Harklau (Eds.), The encyclopedia of applied linguistics (pp. 2703-2708). Malden, MA: Wiley Blackwell.
Systemic functional linguistic approaches to teaching English language learners
Gebhard, M. (2012). Systemic functional linguistic approaches to teaching English language learners. In C. Chapelle & L. Ortega (Eds.), The encyclopedia of applied linguistics (pp. 5505-5517). Malden, MA: Wiley Blackwell.
Grammar and literacy learning
Gebhard, M., & Martin, J. (2011). Grammar and literacy learning. In D. Fisher & D. Lapp (Eds.), Handbook of research on teaching the English language arts (pp. 297-304). Mahwah, NJ: Erlbaum/Taylor & Francis.
SFL, teachers’ professional development, and ELLs’ academic literacy practices
Gebhard, M., Willett, J., Jimenez, J., Piedra, A. (2011). Systemic functional linguistics, teachers’ professional development, and ELLs’ academic literacy practices. In T. Lucas (Ed.), Teacher Preparation for Linguistically Diverse Classrooms (pp. 91-110). Mahwah, NJ: Erlbaum/Taylor & Francis.
Weblogs and English language learners’ academic literacy development
Shin, D. S., Gebhard, M., & Seger, M. (2010). Weblogs and English language learners’ academic literacy development: Expanding audiences, expanding identities. In S. Rilling & M. Dantas-Whitney (Eds.), Authenticity in the classroom and beyond (pp. 99-111). Alexandria, VA: TESOL, Inc.
Teaching English-language learners “the language game of math”
Gebhard, M., Habana Hafner, A., & Wright, M. (2004). Teaching English-language learners “the language game of math”: Insights for teachers and teacher educators. In M. Sadowski (Ed.), Teaching immigrant and second-language learners (pp. 33-46). Cambridge, MA: Harvard Educational Publishing Group.
“You can’t step on someone else’s words”
Gebhard, M., Austin, T., Nieto, S., & Willett, J. (2002). “You can’t step on someone else’s words”: Preparing all teachers to teach language minority students. In Z. Beykont (Ed.), The power of culture: Teaching across language difference (pp. 219-243). Cambridge, MA: Harvard Educational Publishing Group.
Second language writing theory
Gebhard, M. (1998). Second language writing theory. In M. L. Kennedy (Ed.), Theorizing composition: A critical sourcebook of theory and scholarship in contemporary studies (pp. 277-280). Westport, CT: Greenwood Press.
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Teaching
Graduate Courses Taught
• Systemic Functional Linguistics
• Genre Theory
• First and Second Language Literacy Development
• Critical Discourse Analysis
• Ethnography
• Teacher Professional Development
• Content Based Language Instruction for Secondary Students
• Sociocultural Theories of Language and Language Development
• Second Language Acquisition Research
• Multimedia Qualitative Research
• Principles of Second Language Learning and Teaching
• Foundations of Multicultural Education
Awards
2011-2012 American Educational Research Association’s (AERA) Division K Award for Innovations in Research on Diversity in Teacher Education
2011-2012 School of Education Outstanding Teaching Award
2011-2012 Finalist, University of Massachusetts Outstanding Teaching Award
2010-2011 Nominee, School of Education Outstanding Teaching Award
2004-2005 Recognition by the National Academy of Education and the Committee on Teacher Education
2003-2004 Modern Language Journal, Article selected as most provocative of the year
2001-2002 Nominee, School of Education Outstanding Teaching Award
2000-2001 Nominee, School of Education Outstanding Teaching Award
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Selected Grants, Contracts, Fellowships
WIDA Consortium (World-class Instructional Design and Assessment): Provided feedback on the organization’s conceptual framework for designing standards and assessments to be used with learners of disciplinary English and Spanish. WIDA standards and assessment systems have been adopted by 33 state agencies in the United States and internationally. Summer, 2016.
Public Service Endowment Grant: Supporting Teachers’ Professional Development and Students’ Disciplinary Literacy Development in Springfield High Schools ($15,000). 2015-2016.
Massachusetts Department of Elementary and Secondary Education: ACCELA/DESE Fellowships ($80,000). Scholarships for Springfield and Holyoke Public School teachers to earn a graduate degree and state license in Reading and/or ESL through the ACCELA Alliance. 2012-2014.
School of Education Research Fellowship: District-University Partnership, Analyzing Student Data and Supporting ELLS’ Academic Performance ($12,900). Meg Gebhard (PI) & Betsy McEneaney. Design of a qualitative and quantitative study of changes in teachers’ instructional practices and implications for ELLs’ academic literacy development. Conducted in collaboration with Holyoke and Springfield Public Schools. 2012-2013.
School of Education, Innovative Instructional Fellow: $3,000 to support the design of an online course focusing on academic language development for English language learners and other linguistically and culturally diverse students. 2011-2012.
School of Education Research Fellowship: Supporting ELLs’ Academic Literacies, Teacher Professional Development, and Genre-Based Pedagogy ($10,000). One-year grant to analyze an ESL teacher’s use of SFL/genre-based pedagogy and changes in her L2 students’ academic textual practices. Fall, 2011.
School of Education Research Fellowship: Supporting ELLs’ Academic Literacies, Teacher Professional Development, and Genre-Based Pedagogy ($9,000). One-year grant to analyze an ESL teacher’s use of SFL/genre-based pedagogy and changes in her L2 students’ academic textual practices. Fall, 2010.
Title III: Closing the gap: Preparing all teachers to work with English Language Learners. Jerri Willett & Meg Gebhard (co-PIs). Five-year grant award of $1,500,000 to create systemic professional development opportunities regarding second language academic literacy development for content-area teachers and administrators in western Massachusetts. May, 2002-2007.
Joseph P. Healey Endowment Grant, University of Massachusetts, Amherst. Principal Investigator. Grant award of $10,000. Critical qualitative and quantitative study to analyze how linguistically and culturally diverse students develop the ability to produce “high-stakes” narratives in English in the context of school reform in the United States. 2004-2005.
Solidago Foundation. Grant award of $5,000 to Language, Literacy, and Culture department faculty to establish the Language Rights Coalition of Western Massachusetts. September, 2002-August, 2003.
Language Minority Research Institute Dissertation Fellowship, University of California at Santa Cruz. Grant award of $7,500 for distinguished dissertation proposal related to the education of second language learners in restructuring school. 1998-1999.
Center for the Integration of Teaching and Learning, University of California at Berkeley. Grant and tuition waiver awarded for distinguished dissertation proposal related to understanding the connection between teachers’ professional development and student learning. 1998-1999.
Spencer Faculty Mentor Grant, University of California at Berkeley. Grant awarded to promising graduate student researchers working with Judith Warren Little, a Spencer Research Mentor. 1997-1998.
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Consulting
Keynote Addresses
Gebhard, M. (2012). ELLs’ academic literacy development and the Common Core: Implications for designing powerful curriculum and instruction in the context of high-stakes school reforms. Keynote address for Springfield Public School’s ESL teachers and administrators, Springfield, MA.
Gebhard, M., Britton, L., Chen, I., & Graham, H. (2011). Scaffolding academic literacies across disciplines: An SFL perspective. Keynote address at the annual NNETESOL Conference, Saint Michael’s College, Colchester, VT.
Gebhard, M. (2009). Supporting academic literacy using genre-based pedagogy. Keynote address at annual meeting of Rhode Island Teachers of English Language Learners, Providence, RI.
Invited Professional Development Workshops
Gebhard, M. (2013). Scaffolding L2 academic literacies: An SFL perspective. Southern Connecticut State University, New Haven, CT.
Gebhard, M. (2012). Supporting ELLs’ academic literacies across content areas: Implications for teacher educators. Workshop for teacher educators at Salem State College, Salem, MA.
Gebhard, M., Britton, L., Chen, I., Graham, H., & Sussbauer, E. (2011). ELLs, understanding by design, and the Common Core. Workshop for elementary and secondary teachers and district administrators in Massachusetts sponsored by the Department of Elementary and Secondary Education, Marlborough, MA.
Gebhard, M. (2011). ELLs’ academic language development across content areas: Implications for ESL teachers. Workshop for ESL teachers and district administrators in Massachusetts, sponsored by the Department of Elementary and Secondary Education, Marlborough, MA.
National Projects and Activities
National Academy of Education and Committee on Teacher Education (2004-2005). Use of course materials in publications to illustrate exemplary practices in teacher education as they relate to English language learners.
Teacher Knowledge Project (2002-2003). Invited member of a research collaborative formed to develop innovative qualitative and quantitative research methodologies related to exploring the connection between investments in teacher professional development and student learning opportunities. Participants included Pam Grossman (Stanford University), Karen Johnson (Pennsylvania State University), and Donald Freeman (School for International Training).
State Activities
Massachusetts Department of Elementary and Secondary Education (2013-present)
Member of an advisory board to David Valade, Office of English Language Acquisition & Academic Achievement, regarding implementation of RETELL initiation in Western Massachusetts.
Massachusetts Department of Elementary and Secondary Education ELL Advisory Board (2010-2012). Invited to serve on an advisory committee to Dr. Esta Montano, Director, Office of English Language Acquisition & Academic Achievement.
Massachusetts Department of Education Curriculum Frameworks Committee (2007-2008). Invited to serve on a panel to review the Massachusetts Curriculum Frameworks for grades K-12. Met with educators across the state to draft and submit recommendations to the Massachusetts State Board of Education.
Local School Districts
ACCELA Alliance (Access to Critical Content and English Language Acquisition), Co-Director (2003-present). This alliance supports the professional development of teachers and administrators working with English language learners in the area of content-based academic literacy.
Director of ACCELA technology instruction and website development (2003-2008)
  • Supporting ACCELA teachers and doctoral students in using digital video and other multimedia tools to analyze classroom teaching and learning practices related to academic literacy development
  • Creating web tools to support instructional leaders in designing curriculum and instruction for ELLs (comprehensive revision of the ACCELA website in progress)
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