School of Education

Dr. Greene became interested in second language learning during the summers of 1999 and 2000, while working as a volunteer with post-disaster relief efforts in Nicaragua. Her team developed and delivered literacy projects in elementary Spanish for orphaned children in the aftermath of Hurricane Mitch. This experience prompted her to begin graduate studies towards a Masters degree in Language Education and teacher certification for English as a Second Language. Some of her favorite teaching and learning moments occurred during the nearly ten years she spent with middle school English language learners in MSD Lawrence Township in Indianapolis, Indiana. Her students brought worldliness, willingness, intelligence, and curiosity to the classroom community. Yet, it was evident that structural systems of bias were at play, challenging their academic, cultural, linguistic, and social development. She returned to graduate school to complete a doctorate in Literacy, Culture, and Language Education to better understand how to work productively within the parameters of systemic bias while honoring the rich knowledge and experiences that English language learners bring with them.

• Ph. D. Literacy, Culture, and Language Education, Indiana University Bloomington

• L441/L524 Issues in Multicultural Education
• L539 Second Language Acquisition
• L540 Methods for Teaching English Language Learners
• L403/L503 Assessment for Literacy Development
• L405/L505 Second Language Literacy Development
• T524 Parent and Family Engagement
• M420 ESL Student Teaching Seminar
• L525 Practicum in ENL Education
• S420 Teaching and Learning in the Middle School
• Y520 Strategies for Educational Inquiry
• T650 Teaching Internship in Teacher Education

K-12 educational practices for culturally and linguistically diverse students

Best practices for supporting culturally and linguistically diverse students

• Morita-Mullaney, T., Greene, M. C. S., Cushing-Leubner, J., Stolpestad, A., & Benegas, M. (2021). COVID-19 and Pandemic Teaching: Emergency Remote Teaching and Learning (ERTL) and English Learner Teachers. Indiana TESOL Journal, 18(1), 25-39. doi: 10.18060/25273
• Benegas, M., Morita-Mullaney, T., Cushing-Leubner, J., Stolpestad, A. O., & Greene, M. C. S. (2021). Systemic infrastructure for multilingual success: ESL teacher responses to emergency remote teaching and learning at the onset of the COVID-19 pandemic. MinneTESOL Journal, 37(2), 1-13. Retrieved from: PDF Link
• Cushing-Leubner, J., Morita-Mullaney, T., Greene, M. C. S., Stolpestad, A., & Benegas, M. (2021). The (im)possibilities of equitable education of multilingual emergent bilinguals in remote teaching: a survey of English language teachers in the Great Lakes region. Planning and Changing Journal, 50(3/4), 139-164.
• Greene, M.C.S. (2018) "Second reaction: Difference as impetus for compassion in A Different Pond." First Opinions, Second Reactions. Article 10. Web. Available at: Link
• Greene, M.C.S. (2017) “Second reaction: Seeking out beauty in the everyday.” First Opinions, Second Reactions. (10)1. Web. Available at: Link
• Pawan, F. and Greene, M. C. S. (2016). In trust we collaborate: Collaboration between content area teachers and ESL teachers in a secondary school setting. The Content-Based Classroom: Perspectives on Integrating Language and Content (2nd Ed.) M.A. Snow and D.M Brinton. University of Michigan Press.
• Greene, M.C.S. (2015). Reimagining: Using image and PhotoVoice as curriculum with ELL adolescent immigrants to reimagine personal trajectories. INTESOL Journal. (12) 2.
• Greene, M.C.S. (2015). Curricular Agents: Adolescent immigrant students in a third-space-imagined-community (Doctoral Dissertation). Retrieved from ProQuest. (3722521).

• Harste Alternative Literacies Fellowship, 2009-2010; Awarded to a full-time graduate student in the Literacy, Culture, and Language Education department who is interested in expanding the current notions of literacy beyond what has been the mainstream focus of literacy education.
• Fulbright-Hays Seminar Abroad Program, 2009; Awarded to United States Educators, this program is an intensive study seminar that focuses on native and foreign language instruction and training in the People’s Republic of China.
• Armstrong Teacher Educator Award, 2008-2009; Awarded to outstanding K-12 teachers in the state of Indiana, this professional development opportunity honors educator excellence with funding for continued education and enables teachers to work with the faculty and undergraduates in the Teacher Education Program at Indiana University Bloomington’s School of Education.
• Excellence in Education Award Nominee, 2008; Selected by teaching staff of Fall Creek Valley Middle School, this annual award recognizes one educator who demonstrates commitment to student achievement and overall excellence in education.
• Honored Educator Award, 2006-2009; Nominated by students of Fall Creek Valley Middle School, this annual award is given to a select group of educators who support student success and demonstrate outstanding teaching.

• Benegas, M. Morita-Mullaney, T., Cushing-Leubner, J., Stolpestad, A., Greene, M. C. S., Pandemic Pedagogy: How Minnesota ESL Teachers Served MLLs during Emergency Remote Teaching and Learning. (2021). Paper presented at Minnesota English Learner Educator (MELEd) Conference.
• Yoder, G. B., Greene, M. C. S., Wilson, A., Equity with the Six Enduring Principles. (2021). Paper presented at Indiana Teacher of Speakers to Other Languages. Hybrid Conference.
• Greene, M. C. S., Education as a Profession and Career Path (2021). Invited guest speaker at Providence Cristo Rey High School.
• Morita-Mullaney, T., Greene, M. C. S., Cushing-Leubner, J., Benegas, M., Stallings, L. & Stone, K. Invoking Disruptive Teacher Leadership Among English Learner Pre- and In-service Teachers. (2021). Paper presented at Teaching English to Speakers of Other Languages. Virtual conference.
• Greene, M. C. S., Encountering Disproportionality in Special Education (2021). Invited panelist for the Indiana Youth Institute Advancing Equity Summit.
• Greene, M. C. S., TESOL International Conference (2019); panel exploring the concept of scaffolded discomfort in EL Teacher preparation programs when working with immigrant youth.

• INTESOL Small Program Development-Applied Research Grant, 2012; Awarded $250 to examine the experiences of public school educators who self-identify as Asian American; analysis of ethnographic interviews aims to contribute to a better understanding of how Asians are situated within the ESL field.
• Improving Teacher Quality Grant, 2010-2011; Awarded $139,510 as part of an “Improving Teacher Quality” grant through the Indiana Commission for Higher Education to create “ESL Professionals in Collaborative Communities” (EPiCC) Program.

• INTESOL (Indiana Teachers of English to Speakers of Other Languages), Executive Secretary, Board of Directors
• TESOL International (Teachers of English to Speakers of Other Languages), Member
• AAAL (American Association for Applied Linguistics), Member