Address:
Steven C. Beering Hall of
Liberal Arts and Education
100 N. University Street
West Lafayette, Indiana 47907-2098
BRNG 4126

Links:

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Trish Morita-Mullaney

Professor

Literacy and Language Education,
Curriculum and Instruction

Email:
tmoritam@purdue.edu

Phone:
(765) 496-1622

Address:
Steven C. Beering Hall of
Liberal Arts and Education
100 N. University Street
West Lafayette, Indiana 47907-2098
BRNG 4126

Links:

Profile

Trish Morita-Mullaney, Ph.D., is a 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.

+ Education

+ Career Experience

Research & Publications

Dr. Morita-Mullaney's 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.

+ Selected Publications

Sherman, B., Morita-Mullaney, T., & Renn, J. (2025). Speaking Up, Pushing Back, Closing the Door: Agency of Open and Covert Teacher Resistance in Dual-Language Bilingual Education. AERA Open, 11. https://doi.org/10.1177/23328584241311818
Morita-Mullaney, T. (2024). Lau v. Nichols and Chinese American Language Rights: The Sunrise and Sunset of Bilingual Education. Multilingual Matters.
Morita-Mullaney, T. (2024). The Chinese Freedom Schools: Historicizing and intersecting Lau with Brown. Language Policy, 23, 365-391. https://doi.org/10.1007/s10993-024-09709-3
Delavan, M. G., Morita-Mullaney, T., & Freire, J. A. (2024). Demographic silencing, ableism, and racialization in dual language bilingual education: A call for intersectional and program-level data reporting to assess gentrification. Linguistics and Education, 83. https://doi.org/10.1016/j.linged.2024.101330
Chesnut, C., & Morita-Mullaney, T. (2023). Dueling Roles in Dual Language Education: Exploring Leader Identity Development in Dual Language Strands. Educational Administration Quarterly, 60(1), 3-36. https://doi.org/10.1177/0013161X231211869
Morita-Mullaney, T., Cushing-Leubner, J., Benegas, M., Greene, M. C. S., & Stolpestad, A. (2023). Clashing Roles and Identities of EL Teachers during Emergency Remote Teaching and Learning. TESOL Quarterly, 57(2). https://doi.org/10.1002/tesq.3238
Morita-Mullaney, T., Gao, F., & Zhang, R. (2023). When literacy ate language: An analysis of a research-based literacy intervention for Designated-English Learners. TESOL Journal. https://doi.org/10.1002/TESJ.718
Morita-Mullaney, T., & Nguyen, D. (2023). Asian American Teachers as Interlocutors: Racializing Agendas of Ascription and Skill. Asian American Policy Review: A Harvard School Kennedy Publication (33), 55-64. https://www.proquest.com/docview/2808682032?sourcetype=Scholarly%20Journals
Morita-Mullaney, T. (2020). Multilingual multiliteracies of emergent bilingual families: transforming teacher’s perspectives on the ‘literacies’ of family engagement Theory into Practice, 60(2), 83-93. https://doi.org/10.1080/00405841.2020.1829382
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), 685-718. https://doi.org/10.1002/tesq.592

+ Current Grants & Funded Research

Courses Typically Taught

EDCI 530: English Language Development
EDCI 612: Seminar on Language Education
EDCI 628: Graduate Seminar