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Haley, Marjorie

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Contact Information

Send email to Dr. Haley

Phone: (703) 993-8710
Fax: (703) 993-9380
Email: mhaley (@gmu.edu)

George Mason University
Fairfax Campus
Thompson Hall 1504
4400 University Dr.
MS 1E8
Fairfax, VA 22030

Profile

Dr. Marjorie Hall Haley is tenured Professor of Education in the School of Education at George Mason University in Fairfax, Virginia. Dr. Haley teaches courses at both the masters and doctoral levels including Foreign/World Language methods, Multilingual Methods, and Research to Practice courses as well as doctoral courses on Multicultural Education, Multilingual Learners with Diverse Educational Needs, and Bilingualism and Second Language Acquisition Research.

In 2016, the American Education Research Association (AERA) awarded her the Carlos J. Vallejo Memorial Award for Lifetime Scholarship. In 2012, the Foreign Language Association of Virginia (FLAVA) awarded her its Marshall Brannon Excellence in Teaching Award, Post-Secondary. She is the recipient of the George Mason University Outstanding Faculty Award in Teaching. In addition, Dr. Haley is a former member of the Board of Directors of the American Council on the Teaching of Foreign Languages (ACTFL). Her research and publication record is robust. Her most recent books are, Content-Based Second Language Teaching and Learning: An Interactive Approach (2nd Ed.) (2014) and Brain-Compatible Differentiated Instruction for English Language Learners (2010).

Dr. Haley is a former Spanish, French, German, and ESL teachers of 14 years. She holds a PhD from the University of Maryland, College Park. She has also earned a Master's degree in Education and advanced studies certificates from Towson University and Johns Hopkins University, respectively. In addition, she is a featured scholar in the WGBH and Annenberg/CPB video, "Valuing Diverse Learners" available at www.learner.org  Dr. Haley has garnered a solid record in grant work, amassing over $1 million while at GMU.  The primary focus of this grant activity has centered on meeting the needs of critical need language teachers.

Research Interests

Professional development of critical need language teachers

Teacher Identity

Socially Constructed Positionality

Recent Publications

Jung, Y., Choi, S., Shin, H.Y., Steeley, S., Hall Haley, M. (2022, March). Korean teachers’ perceptions of embedding pop culture into classrooms. NECTFL Review, Number 88, pp. 37-53.

Choi, S., Jung, Y., Steeley, S., Shin, H. & Haley, M. (2020). Examining a lens of Korean language teachers. Academic Exchange Quarterly, 24(4), 1–7.

Haley, M.H., Mitchell, T., & Bertrand, S. (2019). (Invited). Situating a requisite purple rain in multicultural education. Information Age Publishing. Charlotte, NC.

Shin, H.Y., & Haley, M. (2018, April). A five day lesson plan for level one high school Korean. The Korean Language in America.

Brain-Compatible Differentiated InstructionContent-Based Second Language Teaching and LearningContent-Based Second Language Teaching and Learning: An Interactive Approach
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