Book
Fu, D., Hadjioannou, X. & Zhou, X. (2019). Translanguaging for Emergent Bilinguals: Inclusive Teaching in the Linguistically Diverse Classroom. New York, NY: Teachers College Press.
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Journal Articles & Book Chapters
Fu, D. & Hadjioannou, X. (2022). Special issue: translanguaging practice in diverse contexts. Applied Linguistics Review, 13(3), 319-325. https://doi.org/10.1515/applirev-2021-0013
Zhang, X. & Hadjioannou, X. (2022). Chinese graduate students’ translanguaging practice in the context of academic writing in English. Applied Linguistics Review, 13(3), 373-388. https://doi.org/10.1515/applirev-2021-0020
Hadjioannou, X. (2021). Access to high-quality, diverse book collections across a variety of challenging times and contexts. The Dragon Lode, 40 (1), 8-16.
Hutchinson, M. & Hadjioannou, X. (2019). Fidelity of Practice: The Challenge of Transformative Change in Teacher Professional Development. In A. Lopez & E. Olan (Eds.) Transformative Pedagogies for Teacher Education: Critical Action, Agency and Dialogue in Teaching and Learning Contexts, (p. 87-102). Charlotte, NC: Information Age Publishing.
Hadjioannou, X. & Bandré, P. (2018). Planting and nurturing the seeds of story: Candace Fleming and Eric Rohmann. Journal of Children’s Literature, 44(2), p. 74-79.
Hadjioannou, X. & Shelton, N.R. (2018). Teaching Young Readers Using Nonfiction Texts. In V. Yenika-Agbaw, L.A. Huddock, & R. Lowery (Eds.) Does Nonfiction Equate Truth?: Rethinking Disciplinary Boundaries through Critical Literacy, (p.35-46). Lanham, MD: Rowman and Littlefield.
Tsiplakou, S., Hadjioannou, X., & Ioannidou, E. (2018). Capitalizing on linguistic variation in Greek Cypriot education. Linguistics and Education, 45, 62-71. doi:10.1016/j.linged.2018.03.006.
Hutchinson, M & Hadjioannou, X. (2017). The morphing assessment terrain for English learners in US schools. English Teaching: Practice and Critique, 16 (1), 110-126.
Hadjioannou, X., Hutchinson, M. & Hockman, M. (2016). Addressing the Needs of 21st Century Teachers Working with Culturally and Linguistically Diverse Learners. CATESOL Journal, 28 (2), 1-29.
Hadjioannou, X. & Townsend, J. (2015). Examining booktalks to shed light on authentic classroom discussion. Classroom Discourse, 6 (3), 198-220.
Hadjioannou, X. & Hutchinson, M. (2014). Fostering awareness through transmediation: Preparing pre-service teachers for critical engagement with multicultural literature. International Journal of Multicultural Education, 16 (1), 1-20.
Hadjioannou, X., Tsiplakou, S. & Kappler, M. (2011). Language Policy and Language Planning in Cyprus. Current Issues in Language Planning, 12 (4), 1-67.
Also republished as: Hadjioannou, X., Tsiplakou, S. & Kappler, M. (2013). Language Policy and Language Planning in Cyprus. In R. Kaplan, R. Baldauf & N. Kamwangamalu (Eds.) Language planning in Europe: Cyprus, Iceland and Luxembourg. Florence, KY: Routledge.
Hutchinson, M. & Hadjioannou, X. (2011). Better serving the needs of Limited English Proficient (LEP) students in the mainstream classroom: Examining the impact of an inquiry-based hybrid professional development program. Teachers and Teaching: Theory and Practice, 11 (1), 91-113.
Hadjioanou, X. & Loizou, E. (2011). Talking about Books with Young Children: Analyzing the Texture of Talk in One-to-one Booktalks. Early Education and Development Journal, 22(1), 53-76.
Hadjioannou, X. & Hutchinson, M. (2010). Putting the G back in English: Preparing pre-service teachers to teach grammar. English Teaching: Practice and Critique, 9 (3), 90-105.
Hadjioannou, X. & Ioannou, M. (2008). Shifting Focus: A Journey from a Strict Product Approach to Process Writing. International Journal of Experimental Research in Education (Scientia Paedagogica Experimentalis), 45 (1), 91-110.
Also available at the website of the Pedagogical Institute of the Cyprus Ministry of Education and Culture (here) as recommended reading for the new national curriculum.
Hadjioannou, X. & Fu, D. (2007). Critical literacy as a tool for preparing prospective educators for teaching in a multicultural world. New England Reading Association Journal (NERAJ), 43 (2), 43-48.
Hadjioannou, X. (2007). Bringing the background to the foreground: What do classroom environments that support authentic discussions look like? American Educational Research Journal (AERJ), 44(2), 370-399.
Hadjioannou, X., Shelton, N., Fu, D. & Dhanarattigannon, J. (2007). The road to a doctoral degree: Co-travelers through a perilous passage. College Student Journal, 41 (1), 160-77.
Zhang, X. & Hadjioannou, X. (2022). Chinese graduate students’ translanguaging practice in the context of academic writing in English. Applied Linguistics Review, 13(3), 373-388. https://doi.org/10.1515/applirev-2021-0020
Hadjioannou, X. (2021). Access to high-quality, diverse book collections across a variety of challenging times and contexts. The Dragon Lode, 40 (1), 8-16.
Hutchinson, M. & Hadjioannou, X. (2019). Fidelity of Practice: The Challenge of Transformative Change in Teacher Professional Development. In A. Lopez & E. Olan (Eds.) Transformative Pedagogies for Teacher Education: Critical Action, Agency and Dialogue in Teaching and Learning Contexts, (p. 87-102). Charlotte, NC: Information Age Publishing.
Hadjioannou, X. & Bandré, P. (2018). Planting and nurturing the seeds of story: Candace Fleming and Eric Rohmann. Journal of Children’s Literature, 44(2), p. 74-79.
Hadjioannou, X. & Shelton, N.R. (2018). Teaching Young Readers Using Nonfiction Texts. In V. Yenika-Agbaw, L.A. Huddock, & R. Lowery (Eds.) Does Nonfiction Equate Truth?: Rethinking Disciplinary Boundaries through Critical Literacy, (p.35-46). Lanham, MD: Rowman and Littlefield.
Tsiplakou, S., Hadjioannou, X., & Ioannidou, E. (2018). Capitalizing on linguistic variation in Greek Cypriot education. Linguistics and Education, 45, 62-71. doi:10.1016/j.linged.2018.03.006.
Hutchinson, M & Hadjioannou, X. (2017). The morphing assessment terrain for English learners in US schools. English Teaching: Practice and Critique, 16 (1), 110-126.
Hadjioannou, X., Hutchinson, M. & Hockman, M. (2016). Addressing the Needs of 21st Century Teachers Working with Culturally and Linguistically Diverse Learners. CATESOL Journal, 28 (2), 1-29.
Hadjioannou, X. & Townsend, J. (2015). Examining booktalks to shed light on authentic classroom discussion. Classroom Discourse, 6 (3), 198-220.
Hadjioannou, X. & Hutchinson, M. (2014). Fostering awareness through transmediation: Preparing pre-service teachers for critical engagement with multicultural literature. International Journal of Multicultural Education, 16 (1), 1-20.
Hadjioannou, X., Tsiplakou, S. & Kappler, M. (2011). Language Policy and Language Planning in Cyprus. Current Issues in Language Planning, 12 (4), 1-67.
Also republished as: Hadjioannou, X., Tsiplakou, S. & Kappler, M. (2013). Language Policy and Language Planning in Cyprus. In R. Kaplan, R. Baldauf & N. Kamwangamalu (Eds.) Language planning in Europe: Cyprus, Iceland and Luxembourg. Florence, KY: Routledge.
Hutchinson, M. & Hadjioannou, X. (2011). Better serving the needs of Limited English Proficient (LEP) students in the mainstream classroom: Examining the impact of an inquiry-based hybrid professional development program. Teachers and Teaching: Theory and Practice, 11 (1), 91-113.
Hadjioanou, X. & Loizou, E. (2011). Talking about Books with Young Children: Analyzing the Texture of Talk in One-to-one Booktalks. Early Education and Development Journal, 22(1), 53-76.
Hadjioannou, X. & Hutchinson, M. (2010). Putting the G back in English: Preparing pre-service teachers to teach grammar. English Teaching: Practice and Critique, 9 (3), 90-105.
Hadjioannou, X. & Ioannou, M. (2008). Shifting Focus: A Journey from a Strict Product Approach to Process Writing. International Journal of Experimental Research in Education (Scientia Paedagogica Experimentalis), 45 (1), 91-110.
Also available at the website of the Pedagogical Institute of the Cyprus Ministry of Education and Culture (here) as recommended reading for the new national curriculum.
Hadjioannou, X. & Fu, D. (2007). Critical literacy as a tool for preparing prospective educators for teaching in a multicultural world. New England Reading Association Journal (NERAJ), 43 (2), 43-48.
Hadjioannou, X. (2007). Bringing the background to the foreground: What do classroom environments that support authentic discussions look like? American Educational Research Journal (AERJ), 44(2), 370-399.
Hadjioannou, X., Shelton, N., Fu, D. & Dhanarattigannon, J. (2007). The road to a doctoral degree: Co-travelers through a perilous passage. College Student Journal, 41 (1), 160-77.
Reviews
Book Reviews
Hadjioannou, X., & Shelton, N. R. (2021). The seal of biliteracy: Case studies and considerations for policy implementation. Teachers College Record. Retrieved from https://www.tcrecord.org ID Number: 23727
Children's Book Reviews
Colabucci, L., Day, D., Hadjioannou, X., Napoli, M., Suzuki, T., Smith, D. & Ward, B. (2020). Children’s book reviews: Focus on “lesser-known” award-winning books. The Dragon Lode, 38(1), p. 38-45.
Colabucci, L., Day, D., Hadjioannou, X., Napoli, M., Suzuki, T. & Ward, B. (2018). Children’s book reviews: Diversity in Children’s Literature [Celebrating and honoring personal heritage and identity]. The Dragon Lode, 37(1), p. 24.29.
Colabucci, L., Day, D., Hadjioannou, X., Suzuki, T., & Ward, B. (2018). Children's Book Reviews: War and its aftermath. The Dragon Lode, 36(2), 31-36.
Colabucci, L., Day, D., Hadjioannou, X., Rodriguez-Astacio, R., Napoli, M., Suzuki, T. & Ward, B. (2017). Children’s book reviews: Our favorite books. The Dragon Lode, 35 (2), p. 95-107.
Colabucci, L., Day, D., Hadjioannou, X., Napoli, M., Suzuki, T. & Ward, B. (2018). Children’s book reviews: Diversity in Children’s Literature [Celebrating and honoring personal heritage and identity]. The Dragon Lode, 37(1), p. 24.29.
Colabucci, L., Day, D., Hadjioannou, X., Suzuki, T., & Ward, B. (2018). Children's Book Reviews: War and its aftermath. The Dragon Lode, 36(2), 31-36.
Colabucci, L., Day, D., Hadjioannou, X., Rodriguez-Astacio, R., Napoli, M., Suzuki, T. & Ward, B. (2017). Children’s book reviews: Our favorite books. The Dragon Lode, 35 (2), p. 95-107.
Curricular Guides
Hadjioannou, X. & Dawes, E. (2021). Almost Astronauts: 13 Women Who Dared to Dream
by Tanya Lee Stone. The Biography Clearinghouse. www.thebiographyclearinghouse.org/almost-astronauts.html
by Tanya Lee Stone. The Biography Clearinghouse. www.thebiographyclearinghouse.org/almost-astronauts.html