Mary McGroarty, PhD

Mary McGroarty Professor
Northern Arizona University
Applied Linguistics


Mary McGroarty, Ph.D. (Stanford University, 1982)
Professor, Applied linguistics

Special Interests

  • Bilingualism
  • Language policy
  • Language pedagogy


  • Ph.D., 1982, Stanford University, Stanford, CA. (Specialization: Second language education.)
  • Certificate in TEFL, 1972, Georgetown University, Washington, D.C.
  • M.A., 1972, Tufts University, Medford, MA. (English)
  • B.A., 1970, Macalester College, St. Paul, MN. (English major, Spanish minor)

Professional Experience and Appointments, 1998-Present

  • Professor, English Department, Northern Arizona University. Specializations: bilingualism; language policy; language pedagogy and classroom research; sociolinguistics, cultural influences on second language learning and teaching.
  • Visiting Professor, English Language and Teacher Education, Eötvös Loránd University, Budapest, and English Applied Linguistics, University of Pécs, Hungary. Teaching doctoral seminar in classroom research (August 2006)
  • Editor-in-Chief, Annual Review of Applied Linguistics, Cambridge University Press, 2000-2006

Selected publications, 2000-present

Books Edited

(2001--2006). Annual Review of Applied Linguistics, Vols. 21-- 26: Lingua Franca Languages. New York:Cambridge University Press. Annual volumes of 13--15 original contributions and related indexes, with themes of lingua franca languages, language pedagogy, language contact and change, discourse and dialog, and language and psychology.

Articles and Reports
  • (2012). Home language: Refuge, resistance, resource? Language Teaching, 45(1), 89-104
  • (2006). Neoliberal collusion or strategic simultaneity? On multiple rationales for language-in-education policies. Language Policy, 5(1), 3—13.
  • (2005). Reading to learn and reading to integrate: New tasks for reading comprehension? (With L. Trites). Language Testing, 22(2), 174—210.
Chapters in Edited Volumes
  • (2014). Approaches to school-based bilingual education. (With S. Fitzsimmons-Doolan). In M. Celce-Murcia, D. Brinton, & M.A. Snow (Eds.), Teaching English as a second or foreign language, 4th Edition (pp. 501-515). Boston: National Geographic / Cengage.
  • (2013). Language rights in language policies. (With S. Fitzsimmons-Doolan). In Encyclopedia of Applied Linguistics, C. Chapelle (Ed.). Blackwell. (electronic publication)
  • (2013). Multiple actors and arenas in evolving language policy. In J.W. Tollefson (Ed.), Language policies in education: Critical issues, 2nd edition (pp. 35—58), New York: Routledge. 
  • (2010). Language and ideologies. In N. Hornberger & S. McKay (Eds.) Sociolinguistics and language education (pp. 3-39). Multilingual Matters.
  • (2010). Language uses in professional contexts. In R.B. Kaplan (Ed.), Oxford Handbook of Applied Linguistics, revised edition (pp.318-332). Oxford University Press.
  • (2009). The relevance of bilingual proficiency in U.S. corporate settings. (With A. Urzúa).In O. Kagan & D. Brinton (Eds.), Heritage language study: A new field emerging (pp. 131—146). New York: Routledge. 
  • (2008). The political matrix of linguistic ideologies. In B. Spolsky & F. Hult (Eds.),Blackwell Handbook of Educational Linguistics (pp. 98—112). Malden, MA: Blackwell Publishers.
  • (2005). Cooperative learning for second language students: Current models, applications, and challenges. (With M. Calderón). In P. Richard-Amato & M.A. Snow (Eds.),Academic success for English language learners K-12 (pp. 174—194). White Plains, NY: Longman/Pearson Education.
  • (2005). Evaluating the communicativeness of EFL textbooks for Japanese secondary schools. (With N.Taguchi).In J. Frodesen & C. Holten (Eds.), The power of context in language teaching and learning (pp. 211—224). Boston: Thomson/Heinle.
  • (2002). Evolving influences on educational language policies. In J. Tollefson (Ed.), Language policies in education: Critical issues (pp. 17—36). Mahwah, NJ: Lawrence Erlbaum Associates.

Selected Conference Presentations, 2007-Present

  • (2013, April 19). The challenge of multiple agendas for language teaching and research. Featured lecture for APPLE (Applied Linguistics and Language Education) event, Teachers College, New York, NY.
  • (2013), April 19). Why don’t we know what’s good for us? Discontinuity between learning and liking in classroom research. Graduate Colloquium for APPLE event, Teachers College, New York, NY.
  • (2013, March 16). Competing ideologies in US (language) education. Round table presentation at American Association of Applied Linguistics (AAAL) conference, Dallas, TX.
  • (2013, March 1). Multiple actors and arenas shaping language education. Invited plenary at Arizona State University Linguistics and TESOL Symposium, Tempe, AZ.
  • (2012, Oct. 6). Arizona language education at 100. Invited plenary at Arizona TESOL Conference, Phoenix, AZ.
  • (2011, Oct.) Contending ‘bests’ in language teaching practices. Invited keynote address for Arizona TESOL (AZTESOL) Conference, Prescott, AZ.
  • (2011, March). ‘Common-sense’ language ideologies: Perils, perversions, or promise? Paper presented in Colloquium on Connecting language policies across time and space, American Association for Applied Linguistics (AAAL) Conference, Chicago.
  • (2010, Oct.) Language attitudes and ideologies: Foundations and recent insights. Paper presented at AZTESOL Conference, Phoenix, AZ.
  • (2010, March). Orientations and ideologies in language policies. Plenary address at American Association for Applied Linguistics (AAAL) Conference, Atlanta, GA.
  • (2010, Feb.). Home language: Refuge, resistance, resource? Invited lecture for Language Institute, University of Wisconsin, Madison.
  • (2010, Feb.) Planning for bilingualism: Invited plenary session at Language as Homeland Symposium, Pyle Center, University of Wisconsin, Madison.
  • (2009. Oct.) Choice and chance in planning for bilingualism. Invited lecture at Institut des Langages Officielles et Bilinguisme (ILOB), University of Ottawa, Canada.
  • (2009, March) Variability of language as a core policy issue. Refereed paper, AAAL Conference, Denver, CO. 
  • (2009, March) Contributions and constraints of L2 assessment across levels. Invited discussion of 4 papers in colloquium on trends in language assessment, AAAL conference, Denver, CO.
  • (2008, March) Tensions in US educational policies and implications for applied linguistics. Paper in colloquium on Public Discourses and Debates in Bilingual Education, AAAL Conference, Washington, DC.
  • (2007, April) Myths and misconceptions affecting language policy in the U.S. Paper in refereed colloquium on language policy at AAAL conference, Costa Mesa, CA.


2006 Teaching Scholar Award, Northern Arizona University (annual award to one faculty member who exemplifies a distinguished combination of achievement in current scholarship and pedagogical applications)