| Classrooms as communities of practice: A reevaluation M Haneda Tesol Quarterly 40 (4), 807-817, 2006 | 254 | 2006 |
| Investing in foreign-language writing: A study of two multicultural learners M Haneda Journal of Language, Identity, and Education 4 (4), 269-290, 2005 | 157 | 2005 |
| Learning an additional language through dialogic inquiry M Haneda, G Wells Language and education 22 (2), 114-136, 2008 | 141 | 2008 |
| Writing in knowledge-building communities M Haneda, G Wells Research in the Teaching of English, 430-457, 2000 | 134 | 2000 |
| From academic language to academic communication: Building on English learners’ resources M Haneda Linguistics and Education 26, 126-135, 2014 | 117 | 2014 |
| Becoming literate in a second language: Connecting home, community, and school literacy practices M Haneda Theory into practice 45 (4), 337-345, 2006 | 115 | 2006 |
| Second language learning in a ‘community of practice’: A case study of adult Japanese learners M Haneda Canadian Modern Language Review 54 (1), 11-27, 1997 | 111 | 1997 |
| Instructional coaching through dialogic interaction: Helping a teacher to become agentive in her practice M Haneda, A Teemant, B Sherman Language and education 31 (1), 46-64, 2017 | 107 | 2017 |
| ESL Teacher Advocacy Beyond the Classroom M Haneda, M Alexander Teaching and Teacher Educaiton 49, 149-158, 2015 | 89 | 2015 |
| The joint construction of meaning in writing conferences M Haneda Applied Linguistics 25 (2), 178-219, 2004 | 89 | 2004 |
| Some key pedagogic principles for helping ELLs to succeed in school M Haneda, G Wells Theory into practice 51 (4), 297-304, 2012 | 79 | 2012 |
| Contexts for learning: English language learners in a US middle school M Haneda International Journal of Bilingual Education and Bilingualism 11 (1), 57-74, 2008 | 77 | 2008 |
| Reimagining English-medium instructional settings as sites of multilingual and multimodal meaning making A Blair, M Haneda, F Bose TESOL Quarterly 52 (3), 516-539, 2018 | 61 | 2018 |
| Modes of engagement in foreign language writing: An activity theoretical perspective M Haneda Canadian Modern Language Review 64 (2), 297-327, 2007 | 57 | 2007 |
| Some functions of triadic dialogue in the classroom: Examples from L2 research M Haneda Canadian modern language review 62 (2), 313-333, 2005 | 57 | 2005 |
| Introduction. Dialogic learning and teaching across diverse contexts: Promises and challenges Haneda Language and Education, 2016 | 52* | 2016 |
| A Job-Crafting Perspective on Teacher Agentive Action M Haneda, B Sherman TESOL Quarterly 50 (3), 745-754, 2016 | 48 | 2016 |
| Learning science through dialogic inquiry: Is it beneficial for English-as-additional-language students? M Haneda, G Wells International Journal of Educational Research 49 (1), 10-21, 2010 | 46 | 2010 |
| Ways of interacting: What underlies instructional coaches' discursive actions M Haneda, B Sherman, FN Bose, A Teemant Teaching and teacher education 78, 165-173, 2019 | 43 | 2019 |
| Toward collaborative partnerships: Lessons from parents and teachers of emergent bi/multilingual students A Blair, M Haneda Theory Into Practice 60 (1), 18-27, 2021 | 35 | 2021 |
Gordon WellsUniversity of California, Santa CruzVerified email at ucsc.edu
