Laura Mahalingappa, Ph.D.Assistant Professor
School of Education
Instruction and Leadership in Education http://lauramahalingappa.wordpress.com/
Education:Ph.D., Linguistics, The University of Texas at Austin, 2009
Dr. Laura Mahalingappa is an assistant professor of education and serves as the Director of the ESL M.S. Ed., ESL Specialist Certificate, and TESOL Certificate Program. She has taught ESL/EFL in the U.S., Former Soviet Union, and Turkey and joined the ESL Program at Duquesne University after receiving her PhD in Linguistics from The University of Texas at Austin.
She has taught courses to both ESL and content-area pre-service teachers related to supporting linguistically and culturally diverse learners - her current courses include Sociolinguistics, Advanced Grammar and Applied Linguistics, and Meeting the Needs of Culturally and Linguistically Diverse Learners. She previously taught at Ataturk University in Turkey and the International Black Sea University in Tbilisi, Georgia.
Her research on learning and teaching in marginalized communities has included grammatical and sociocultural aspects of bilingual language acquisition, teachers' beliefs about teaching linguistically and culturally diverse populations, using virtual field experiences to prepare preservice teachers to work with English learners, notions of race, ethnicity, and language in ESL teacher preparation programs, and supporting Muslim refugee students through community-based organizations. Her research has been published in Teaching Education, Language, Identity, and Education, Language Learning & Technology, and The European Journal of Higher Education.
GESL 515 Sociolinguistics in the ESL Classroom
GESL 520 Advanced Grammar and Applied Linguistics
GESL 501 Helping English Language Learners in Mainstream Classes
LTEL 201 Meeting the Needs of English Language Learners
Bilingual Language Acquisition and Socialization
Language and Gender
Preservice Teacher Education for Linguistically Diverse Learners
Acquisition of Socio-pragmatic features
Ethnicity and Language
Mahalingappa, L. (2013). The acquisition of split-ergativity in Kurmanji Kurdish. In E. Bavin & S. Stoll (Eds.), The Acquisition of Ergativity. Amsterdam: John Benjamins. 239-270.
Mahalingappa, L., & Polat, N. (2013). English Language Teacher Education in Turkey: Policy vs. Academic Standards. European Journal of Higher Education.
Polat, N., Balog, R., & Mahalingappa, L. (2013). Anonymity and Motivation in Asynchronous Discussions and L2 vocabulary Learning. Language Learning & Technology.
Polat, N., & Mahalingappa, L. (2013). Examining Service and Gender Effects on Teacher Beliefs about ELLs in Content Area Classes: A Case for Inclusion, Responsibility and Instructional Support. Teaching Education, 24:1, 58-83
Mahalingappa, L. (2011). Identity construction in context: Lexical variation following the Turkish language reform. In Ciepiela, K. (Ed.), Identity through a Language Lens. Frankfurt am Main: Peter Lang Publishing House. 73-86.
Polat, N., and Mahalingappa, L.J. (2010). Gender differences in identity and acculturation patterns and L2 accent attainment. Journal of Language, Identity, and Education, 9, 17-35.
Mahalingappa, L. (2009). Acquisition of split-ergativity in Kurmanji Kurdish. In Chandlee, J., Franchini, M., Lord, S., and Rheiner, G-M (Eds.), Proceedings of the 33rd Annual Boston University Conference on Language Development, Vol. 2. Cascadilla Press: Somerville, MA. 333-342.
Mahalingappa, L. & Hughes, E. (2016). Effectiveness of a Virtual Field Experience on Preservice Teachers' Preparation for Working with English Learners. American Educational Research Association Convention (AERA). Washington, D.C.
Mahalingappa, L., & Polat, N. (2015). English Teachers' Perceptions about Types of Oral Corrective Feedback in Chinese and U.S. Contexts. American Educational Research Association Convention (AERA). Chicago, IL. April 16-20.
Mahalingappa, L., & Polat, N. (2015). Preservice Teacher Beliefs about Readiness, Content Knowledge, and Field Experiences to Support English Learners. American Educational Research Association Convention (AERA). Chicago, IL. April 16-20.
Mahalingappa, L. (2015). Critical Notions of Nativeness in an ESL Teacher Preparation Program. Annual TESOL Convention. Toronto, Canada. March 25-29.
Mahalingappa, L. (2014). Change in Teacher Beliefs about English Language Learners in Mainstream Classes. American Educational Research Association Convention (AERA). Philadelphia, PA. April 3-7.
Polat, N., & Mahalingappa, L. (2014). Examining the Factorial Validity of the Sheltered Instruction Observation Protocol as a Performance Evaluation Tool. American Educational Research Association Convention (AERA). Philadelphia, PA, April 3-7.
Polat, N., Mahalingappa, L., & Cepik, S. (2014). ELT Education in Turkey: A Multifaceted Programmatic Evaluation. Annual TESOL Convention. Portland, OR, March 26-29.
Polat, N. Balog, R., & Mahalingappa, L. (2013). Motivational and Participatory Affordances in Anonymous and Non-anonymous Online Discussions and L2 Vocabulary Learning. American Educational Research Association Convention (AERA). San Francisco, CA, April 27-May 1.
Mahalingappa, L., & Polat, N. (2012). Multiplexity in Exchange, Interactive, and Passive Networks, and Native-like Accent Attainment in the Turkish Context. American Educational Research Association Convention (AERA). Vancouver, BA, April 13-17.
Mahalingappa, L. (2011). L1 Acquisition and Dialect Formation: Kurds Acquiring Turkish from Non-Native Speakers. Poster presented at The 85th Annual Meeting of the Linguistic Society of America, Pittsburgh, PA.
Mahalingappa, L. (2010). Language Acquisition from "Non-Native" Speakers: The Case of Kurds in Turkey. Paper presented at New Ways of Analyzing Variation 39, San Antonio, TX.
Creative Teaching Award, Center for Teaching Excellence, Duquesne University, 2015
School of Education Faculty Award for Excellence in Teaching, Duquesne University, 2014
Foreign Language Area Scholarship - Academic Year for Russian, Center for Russian, Eastern European & Eurasian Studies, The University of Texas at Austin, 2003-2004 and 2004-2005
Foreign Language Area Scholarship - Summer for Turkish, Center for Middle Eastern Studies, The University of Texas at Austin, 2001
Mahalingappa, L., Fitzgerald, A. M., & Polat, N. (2015). Support for refugee families with school-aged children in the Pittsburgh area through ethically-based community centers: an additive model for family engagement, student linguistic and academic development, and teacher preparation. Duquesne University Community-Engaged Research Grant. Funded: $19,800.
Mahalingappa, L., & Hughes, E. (2014). Assessing the Effectiveness of a Virtual Field Experience on Pre-Service Teachers' Preparation for Working with ELLs: A Mixed Method Study of an E-Pal Program. Canevin Center Educational Transformation and Social Justice. Funded: $2,500.
Mahalingappa, L. (2014). Language Acquisition from "Non-Native" Speakers: The Case of Kurds in Turkey. Presidential Scholarship Award. Funded: $6,000.
Mahalingappa, L. (2006). The Bilingual Acquisition of Turkish and Kurmanji Kurdish. National Science Foundation Doctoral Dissertation Improvement Grant. Funded: $11,640.
Mahalingappa, L. (2002). The Turkish Language Reform and Its Implications for Turkish Identity and the Lexicon. Liberal Arts Graduate Research Grant, The University of Texas at Austin, Dean of Liberal Arts. Funded: $1950.
Board of Directors Member, Young Scholars of Western Pennsylvania Charter School (2009-present)
International Journal of TESOL and Learning - Editorial Board Member (2012-Present)
Journal of Educational Research - Ad hoc Reviewer (2011-Present)
Journal of Pragmatics - Ad hoc Reviewer (2006-Present)
Foreign Language Annals - Ad hoc Reviewer (2014-Present)
Frontiers in Psychology - Ad hoc Reviewer (2014-Present)
Paper Reviewer for TESOL (2015, 2016)
Paper Reviewer for AERA Division K (2014-2016)
Reviewer for TESOL Distinguished Research Award (2014, 2015)
Session Chair for Three-Rivers TESOL Annual Conference, Pittsburgh, PA (2011)
Symposium About Language and Society-Austin (SALSA), UT-Austin, Co-organizer (2003), Abstract Committee (2002-2007)
Grant Proposal Reviewer
Endangered Languages Documentation Programme, Department of Linguistics, SOAS School of Oriental and African Studies, University of London (2012)
Teachers of English to Speakers of Other Languages (TESOL)
American Educational Research Association (AERA)
Linguistics Society of America (LSA)
American Association of Applied Linguists (AAAL)
International Literacy Association (ILA)
American Council on the Teaching of Foreign Languages (ACTFL)