I support the Postprint Pledge, a movement toward making scholarship more accessible. If you or your institution do not have access to any of the publications below, the [postprint] links will open an accepted version of each publication that is freely available.
World Language Education
Cinaglia, C. (2024). (Re)shaping students' attitudes toward learning Spanish in the US: An autoethnography of a teacher as policy interpreter. In M. R. Barbosa & T. Bugel (Eds.), Language attitudes and the pursuit of social justice: Identity, prejudice, and education (pp. 99–119). Routledge. https://doi.org/10.4324/9781003462736-8 [postprint]
Cinaglia, C. (2023). University students' beliefs about the language requirement: Policy as articulated and as perceived. In E. Heidrich Uebel, F. A. Kronenberg, & S. Sterling (Eds.), Language program vitality in the United States: From surviving to thriving in higher education (pp. 141–157). Springer Cham. https://doi.org/10.1007/978-3-031-43654-3_11 [postprint]
Language Teacher Education
Cinaglia, C. (2024). Balancing technical, emotional, and reflective mentoring support to develop thinking and feeling language teachers. Working Papers in Second Language Studies, 13(1). https://doi.org/10.17613/m33g-2v80 [open access]
Cinaglia, C., Montgomery, D. P., & Coss, M. D. (2024). Emotionally (in)hospitable spaces: reflecting on language teacher-teacher educator collaboration as a source of emotion labor and emotional capital. International Review of Applied Linguistics in Language Teaching 62(3), 1321–1347. https://doi.org/10.1515/iral-2024-0087 [open access]
Montgomery, D. P., Cinaglia, C., & De Costa, P. I. (2024). Enacting well-being: Identity and agency tensions for two TESOL educators. In Z. Tajeddin & B. Yazan (Eds.), Language teacher identity tensions: Nexus of agency, emotion, and investment (pp. 212–230). Routledge. https://doi.org/10.4324/9781003402411-17 [postprint]
Cinaglia, C. (2023). Collaborative complaints, alignment, and identity positioning during teacher-mentor post-observation meetings. Journal of Language, Identity, and Education, 1–23. https://doi.org/10.1080/15348458.2023.2282694 [postprint]
Cinaglia, C., Montgomery, D. P., & De Costa, P. I. (2023). Teaching-as-caring and caring institutions: An ecological view of TESOL teacher well-being. The European Journal of Applied Linguistics and TEFL, 12(1), 191–211. https://doi.org/10.35542/osf.io/kf4et [postprint]
Cinaglia, C., & De Costa, P. I. (2022). Cultivating critical translingual awareness: Challenges and possibilities for teachers and teacher educators. RELC Journal, 53(2), 452–459. https://doi.org/10.1177/00336882221113659 [postprint]
Graduate Student Academic Socialization
Cinaglia, C., & Lee, V. W. Y. (2024). Investing in peer academic socialization and graduate student community through scholarly publication. Working Papers in Second Language Studies, 13(1). https://doi.org/10.17613/m5a2b-9es41 [open access]
Cinaglia, C., & Rabie-Ahmed, A. (2024). Ethical dilemmas of graduate students negotiating new roles and responsibilities: The importance of mindful engagement, self-care, and reflexivity. In P. I. De Costa, A. Rabie-Ahmed, & C. Cinaglia (Eds.), Ethical issues in applied linguistics scholarship (pp. 310–327). John Benjamins. https://doi.org/10.1075/rmal.7.20cin [postprint]
Cinaglia, C. (2023). Navigating the first year of doctoral study: Developing a researcher identity and other lessons learned outside of the program handbook. In B. Yazan, E. Trinh, & L. J. Pentón Herrera (Eds.), Doctoral students' identities and emotional wellbeing in applied linguistics: Autoethnographic accounts (p. 148–171). Routledge. https://doi.org/10.4324/9781003305934-13 [postprint]
Research Methodology
De Costa, P. I., Rabie-Ahmed, A., & Cinaglia, C. (Eds.). (2024). Ethical issues in applied linguistics scholarship. John Benjamins. https://benjamins.com/catalog/rmal.7
Ghanbar, H., Cinaglia, C., Randez, R. A., & De Costa, P. I. (2024). A methodological synthesis of narrative inquiry research in applied linguistics: What's the story? International Journal of Applied Linguistics, 34(4), 1629–1655. https://doi.org/10.1111/ijal.12591 [open access]
Al-Hoorie, A. H., Cinaglia, C., Hiver, P., Huensch, A., Isbell, D. R., Leung, C., & Sudina, E. (2024). Open science: Considerations and issues for TESOL research. TESOL Quarterly, 58(1), 537–556. https://doi.org/10.1002/tesq.3304 [open access]
De Costa, P. I., Randez, R. A., Cinaglia, C., & Montgomery, D. P. (2022). Qualitative ISLA research methodologies and methods. In L. Gurzynski-Weiss & Y. Kim (Eds.), Instructed second language acquisition research methods (pp. 55–78). John Benjamins. https://doi.org/10.1075/rmal.3.03dec [postprint]
Reviews
Cinaglia, C. (2023). Review of Ayres, Z. J. (2022). Managing your mental health during your PhD: A survival guide. Springer. AAALGrads: The American Association for Applied Linguistics Graduate Student Council Newsletter, 8(1), 20–22. [open access: link]
Cinaglia, C. (2022). Wassell, Beth and Cassandra Glynn, editors. Transforming World Language Teaching and Teacher Education for Equity and Justice: Pushing Boundaries in US Contexts. Multilingual Matters, 2022. Pp. 203. Pb. $49.95. Spanish and Portuguese Review, 8, 107–110. https://spanportreview.files.wordpress.com/2023/01/14-cinaglia-spr-vol-8.pdf [open access]
Cinaglia, C. (2021). Janet M. Fuller & Jennifer Leeman, Speaking Spanish in the US: The Sociopolitics of Language (2nd ed.) Bristol: Multilingual Matters, 2020. Pp. 327. Pb £30. Language in Society, 50(4), 628–629. https://doi.org/10.1017/S0047404521000440 [postprint]