Faculty
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Associate Professor Teaching Additional Languages (TESOL ) University of Georgia |
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Research Interests
* Melisa "Misha" Cahnmann-Taylor (formerly Melisa Cahnmann) is interested in the relationship between language, culture, literacy, and power. She studies multicultural education and multilingual classrooms as sites of social conflict, where possibilities exist for social change, justice and democracy. She uses a hybrid form of qualitative inquiry that embraces traditional methods alongside nontraditional, feminist, poetic, narrative and arts-based approaches. She is most interested in theoretical and empirical work that excites teachers about the depth and possibility of their work to improve the education of all children, especially children for whom standard English is not a first language. She explores how Georgia educators might learn from bilingual education policy and practice in other states to provide the most effective education possible to the growing Latino presence in the region.
Cahnmann Taylor’s most recent research project includes program evaluation and Boalian Theater with the TELL (Teachers for English Language Learners) Project. Pre-service bilingual teachers use forum theater and rainbow of desire among other Theatre of the Oppressed techniques to focus on personal and social change. She judges an annual poetry contest for the Society for Humanistic Anthropology and serves as associate editor of Critical Inquiry in Language Studies.
SOCIETY FOR HUMANISTIC ANTHROPOLOGY2009 ETHNOGRAPHIC POETRY & FICTION COMPETITIONS |
Books Published:
Cahnmann-Taylor, M. & Souto-Manning, M. (2010). Teachers Act Up: Performing Lives, Enacting Change. New York: Teachers College Press.
Cahnmann-Taylor, M. & Siegesmund, R. (2008). Arts-Based Research in Education: Foundations for Practice. London: Routledge.
Chapters in books:
Cahnmann-Taylor, M. (2009). The craft, practice, and possibility of poetry in educational research. In M. Prendergast, C. Leggo, & P. Sameshima, (Eds. ). Poetic Inquiry: Vibrant Voices in the Social Sciences (13-30). Sense Publications.
Cahnmann-Taylor, M. (2008). Poetry in Qualitative Inquiry. The SAGE Enycolopedia of Qualitative Research Methods.
Cahnmann-Taylor, M. (2008). Chapter 1. Introduction. In Cahnmann, M. & Siegesmund, R. (2008). Arts-Based Research in Education: Foundations for Practice. London:Routledge.
Siegesmund, R. & Cahnmann, M. (2008). Chapter 12. In Cahnmann, M. & Siegesmund, R. (2008). Arts-Based Research in Education: Foundations for Practice. London: Routledge.
Cahnmann-Taylor, M. (2008). How Suffering Goes. The Best of the Bellevue Literary Review. (pp.11). New York: Bellevue Literary Press.
Cahnmann, M. (2007/8). Animal Moments. In R. Dunlop (Ed.), White Ink. Toronto: Demeter Press.
Cahnmann-Taylor, M. (2008). Arts-based approaches to inquiry in language education. In K. King (Ed.), Encyclopedia of Language Education, Kluwer. 10, 243-254.
Remillard, J. T. & Cahnmann, M. (2005). Researching mathematics teaching in bilingual-bicultural classrooms . In T. McCarty (Ed.), Language, literacy, power, and schooling. (pp.169-188) Hillsdale, NJ: Erlbaum.
Cahnmann, M. (2005). "Translating competence in a critical bilingual classroom” . In X. P. Rodríguez-Yáñez, A. M. Lorenzo Suárez, and F. Ramallo (Eds.). Bilingualism and education: From the family to the school. (pp. 283-293) Munich: Lincom Europa.
Cahnmann, M. (2003). To correct or not to correct bilingual students’ errors is a question of continua-ing reimagination. In N. Hornberger (Ed). The continua of biliteracy. (pp. 187-206) Clevedon, England: Multilingual Matters LTD.
Journal articles:
McClure, G. & Cahnmann-Taylor, M. (In Press). Pushing back against push-in; ESOL teacher resistance & the complexities of coteaching. TESOL journal.
Maynard, Kent & Cahnmann-Taylor, M. (In Press). Anthropology at the Edge of Words: Where Poetry and Ethnography Meet. Anthropology & Humanism.
Cahnmann-Taylor, M., Wooten, J., Souto-Manning, M., & Dice, J. (2009). The Art and Science of Educational Inquiry: Analysis of Performance-Based Focus Groups With Novice Bilingual Teachers. Teachers College Record Volume 111 (11), 2535-2559.
Cahnmann-Taylor, M. & Preston, D. (2008). What bilingual poets can do: Re-visioning English Education for (Bi)literacy. English in Education, 42 (3), 234-252.
Rymes, B., Cahnmann-Taylor, M., & Souto Manning, M. (2008 ). Bilingual Teachers’ Performances of Power and Conflict. Teaching Education 19 (2), 93-107.
Souto-Manning, M, Dice, J., Cahnmann-Taylor, M. & Wooten, J. (2008) The Power and Possibilities of Performative Critical Early Childhood Teacher Education. JECTE (Journal of Early Childhood Teacher Education), 29 (4), 309-325.
Cahnmann, M. (2006). Reading, living, and writing bilingual poetry as scholARTistry in the language arts classroom. Language Arts, 83 (4), 341-351.
Cahnmann, M. & Varghese, M. (2005). Critical advocacy and bilingual education in the United States. Linguistics and Education, 16, 59-73.
Cahnmann, M., Rymes, B., & Souto Manning, M. (2005). Using critical discourse analysis to understand and facilitate identification processes of bilingual adults becoming teachers. Critical Inquiry in Language Studies, an International Journal, 2, (4) 195-213.
Cahnmann, M. (2005). Translating competence in a critical bilingual classroom. Anthropology & Education Quarterly 36 (3), 230-249.
Cahnmann, M. & Holbrook (2004). Uncovering creative writing in anthropology. Anthropology News, 45 (9), 27.
Cahnmann, M. (2003). The craft, practice, and possibility of poetry in educational research. Educational Researcher,32 (3), 29-36.
Cahnmann, M. & Remillard, J. T. (2002). What counts and how: Mathematics teaching in culturally, linguistically, and socioeconomically diverse urban settings. Urban Review, 34 (3), 179-205.
Cahnmann, M. & Hornberger, N. H. (2000). Understanding what counts: Issues in language, culture, and power in mathematics instruction and assessment. Educators for Urban Minorities, 1 (2), 39-52.
Cahnmann, M. (2000). Rhythm and resource: Repetition as a linguistic style in an urban elementary classroom. Working Papers in Educational Linguistics, 16 (1), 39-52.
Cahnmann, M. (1998). Over 30 years of language-in-education policy and planning: Potter Thomas bilingual school in Philadelphia. Bilingual Research Journal, 22 (1), 65-81.
Cahnmann, M. (1999). “Like three doors - Spanish, English, and both. I’m going to both”: Language attitudes of early adolescent Mexican Americans. Texas Linguistic Forum: SALSA VI, 42 13-24.
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Cahnmann-Taylor, M. (In Press). Cantor in Drag on Yom Kippur. Women’s Review of Books.
Cahnmann-Taylor, M. (In Press). Workshop Advice: Take the Guru Out. Women’s Review of Books.
Cahnmann-Taylor, M. (2009). Mother Less, Mother More. Literary Mama.
Cahnmann-Taylor, M. (2009). Recalls Due to Violation of Lead Paint Standard. Cream City Review
Cahnmann-Taylor, M. (2009). Krakow. Kritya. April 2009 Issue.
Cahnmann-Taylor, M. (2008). Des Plaines, Illinois, 1978. Alaska Quarterly Review 25(3-4)
Cahnmann-Taylor, M. (2008). I Dreamt Mung Bean. The Cortland Review. 39
Cahnmann-Taylor, M. (2008). Mothers' Apologia. Dirty Napkin. 1(4)
Cahnmann-Taylor, M. (2008). Sleeping Conditions. The Mom Egg. 34
Cahnmann-Taylor, M. (2008). Teaching Poetry in Georgia Schools. Rio Grande Review.
Cahnmann-Taylor, M. (2007). In Silence. Rio Grande Review. 30,12
Cahnmann-Taylor, M. (2007). She Wanted Him to Arrive Like A London Train. Barrow Street.
Cahnmann, M. (2006). Festival Cervantino. Anthropology & Humanism. 31 (1), 83.
Cahnmann, M. (2006). Ghetto Teachers’ Apology. Anthropology & Humanism. 31 (1), 83-4.
Cahnmann, M. (2006) Language lessons. Journal of Latinos and Education, 5 (1), 75-6.
Cahnmann, M. (2005). How suffering goes. Bellevue Literary Review, 5 (2), 128-9.
Cahnmann, M. (2005). After reading a letter from my mother. Bellevue Literary Review, 5 (2), 128-9.
Cahnmann, M. (2004). Inheritance. Sow’s Ear Poetry Review, 14 (2), 15.
Cahnmann, M. (2004). Ladies’ night. Puerto del Sol, 39 (1), 8-9.
Cahnmann, M. (2003). American defense. Anthropology & Humanism, 28 (2), 206-7.
Cahnmann, M. (2002). Make believe. Red Rock Review, Winter (11), 19-21.
Cahnmann, M. (2002). Mother. Red Rock Review, Winter (11), 19-21.
Cahnmann, M. (2001). Even then. Laurel Review, 35 (2), 76.
Cahnmann, M. (2000). Driving through north Philly. Quarterly West, 51, 98-99.
Cahnmann, M. (2000). Advice. Barrow Street, Summer 2000, 45.
Cahnmann, M. (2000). What you are. River City, 20 (2), 106.
Cahnmann, M. (9/5/1999). Driving Through North Philly. Community Voices, Philadelphia Inquirer (E-5).
Cahnmann, M. (1997). Photograph. Bridges: Journal for Jewish Feminists and Friends, 7 (2), 68.
Cahnmann, M. (1996). Garage sale poetry. Writing for Our Lives, 5 (2), 6.Courses Taught
| LLED 6631 | Bilingualism and Bilingual Education |
| LLED 7600 | Reading and Writing in a Non-Native Language |
| EDEC/EDMS/LLED 5180/7180 | Understanding Cultural and Linguistic Diversity in Schools (Xalapa, Mexico) |
| 5040/7040 | Language And Culture |
| LLED 8590 | Arts-Based Inquiry in Diverse Learning Communities |
| LLED4045/7045 | Writing Cultures: A Poetry Workshop for Creative Educators |
Academic History
| Education Level | Institution | Year | Major Area |
| M.F.A. | New England College | 2007 | Poetry |
| Ph.D. | University of Pennsylvania | 2001 | Educational Linguistics |
| M.A. | University of California, Santa Cruz | 1997 | Educational Research |
| B.A. | Tufts University | 1992 | Spanish and Latin American Studies |
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