Miller, E. R., Morgan, B., & Medina, A. L. (2017). Exploring language teacher identity work as ethical self-formation. Modern Language Journal, 101, 91-105.
Morgan, B. (2017). Language teacher identity as critical social practice. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 203-209). New York: Routledge.
Morgan, B. (2016). Language teacher identity and the domestication of dissent: An exploratory account. TESOL Quarterly, 50 (3), 708-734.
Morgan, B. (2016). The struggle for critical literacies in English language teaching: A microanalysis of a TESOL Quarterly debate/dispute. In A. L. de Barros, N. A. C. Teno, & S. D. de Araújo (Eds.), Manifestações: Ensaios críticos de língua, literatura e ensino (pp. 129-140). Curitiba, PR, Brasil: Editora Appris.
Morgan, B. (2015). Language teacher education and the developing world: Exploring “horizons of possibility” for identity and agency. Linguistics and the Human Sciences, 12 (2).
Martin, I., & Morgan, B. (2015). Preparing teachers for “unequal Englishes”: The D-TEIL experience in Cuba. In R. Tupas (Ed.), Unequal Englishes (pp. 244-264). Palgrave McMillan.
Morgan, B. (2015). Teaching for market-place utility: Language teacher identity and the certification of adult ESL teachers in Ontario. In Y. L. Cheung, S. B. Said, & K. Park (Eds.), Advances and current trends in language teacher identity research (pp. 235-249). Routledge.
Morgan, B., & Martin, I. (2014). Towards a research agenda for classroom-as-ecosystem. Modern Language Journal, 98 (2), 667-670.
Morgan, B. (2014). Becoming a critical language teacher: A reflexive journey. Diálogos Interdisciplinares, 1(1), 19-29. Universidade Federal de Mato Grosso do Sul, Câmpus de Aquidauana, Brasil. http://seer.ufms.br/index.php/deaint/index
Morgan, B. (2013). “Leitura errada” de paródia em um curso de inglês para fins acadêmicos: implicações para os letramentos transnacionais? [“Misreading” parody in an English for Academic Purposes course: Implications for transnational literacies?]. In D. Brydon & R. Tavares (Eds.), Letramentos Transnacionais: Mobilazando o conhecimento entre Brasil/Canada (pp. 77-94). Maceió, Brasil: EDUFAL, Federal University of Alagoas Press.
Norton, B., & Morgan, B. (2013). Poststructuralism. In C. Chapelle (Ed.), Encyclopedia of Applied Linguistics.Wiley-Blackwell.
Clarke, M., & Morgan, B. (2011). Education and social justice in neoliberal times: Historical and pedagogical perspectives from two postcolonial contexts. In M. Hawkins (Ed.), Social justice language teacher education (pp. 63-85). Bristol, UK: Multilingual Matters.
Fleming, D., & Morgan, B. (2011). Discordant anthems: ESL and critical citizenship education. Citizenship Education Research, 1, 28-40.
Morgan, B. (2011). Learning how to read—from students! In R. F. Maciel & V. A. Araujo (Eds.), Formação de professores de línguas (pp. 39-59).Vianelo-Jundiaí-SP, Brazil: Paco Editorial.
Morgan, B., & Clarke, M. (2011). Identity in second language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (Vol. 2) (pp. 817-836). New York: Routledge.
Morgan, B. (2010). Fostering conceptual roles for change: Identity and agency in ESEA teacher preparation. Kritika Kultura, 15, 034-055 [On-line Journal]. Available at
Morgan, B., & Vandrick, S. (2009). Imagining a peace curriculum: What second language education brings to the table. Peace & Change: A Journal of Peace Research, 34, 510-532.
Morgan, B., & Ramanathan, V. (2009). Outsourcing, globalizing economics, and shifting language policies: Issues in managing Indian call centres. Language Policy, 8, 69-80
Morgan, B. (2009). Fostering transformative practitioners for critical EAP:
Possibilities and challenges. Journal of English for Academic Purposes, 8, 86-99.
Morgan, B., & Fleming, D. (2009). Critical citizenship practices in ESP and ESL programs: Canadian and global perspectives. In D. Belcher (Ed.), Teaching language purposefully: English for specific purposes in theory and practice (pp. 264-288). Ann Arbor, MI: University of Michigan Press.
Haque, E., & Morgan, B. (2009). Un/Marked pedagogies: A dialogue on race across EFL and ESL settings. In R. Kubota & A. Lin (Eds.), Race, culture, and identities in Second language education (pp. 271-285). New York: Routledge.
Morgan, B. (2009). The pedagogical dilemmas of faith in English language teaching: A dialogic response. In M. Wong & S. Canagarajah (Eds.), Spiritual dimensions and dilemmas in English language teaching (pp. 193-204). New York: Routledge.
Ramanathan, V., & Morgan, B. (2009). Global warning? West-based TESOL, class-blindness and the challenge for critical pedagogies. In F. Sharifian (Ed.), English as an international language: Perspectives and pedagogical issues (pp. 153-168). Clevedon, UK: Multilingual Matters.
Morgan, B. (2009). Revitalizing the essay in an English for Academic Purposes program: Critical engagement, multiliteracies, and the Internet. International Journal of Bilingual Education and Bilingualism, 12 (3).
Ramanathan, V., & Morgan, B. (Eds.). (2007). Special issue: Language policies and TESOL: Perspectives from practice. TESOL Quarterly, 41(3).
Ramanathan, V., & Morgan, B. (2007). TESOL and policy enactments: Perspectives from practice. Introduction to the special issue on language policy. TESOL Quarterly, 41(3), 447-463. [PDF]
Morgan, B. (2007). Poststructuralism and applied linguistics: Complementary approaches to identity and culture in ELT. In J. Cummins & C. Davison (Eds.), International handbook of English language teaching (Vol. 2) (pp. 949-968). Norwell, MA: Springer Publishers.
[PDF of final draft; published version available from Springerlink]
Morgan, B., & Ramanathan, V. (2005). Critical literacies and language education: Global and local perspectives. Annual Review of Applied Linguistics, 25, 151-169. [PDF]
Morgan, B. (2005). Second language literacies: Trying out the "tools" of the trade.New Horizons for Learning, 11 (2). [On-line journal] Available at http://www.newhorizons.org/strategies/literacy/morgan.htm
Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4, 21-44.
Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualisation in bilingual and second language education. International Journal of Bilingual Education and Bilingualism, 7, 172-188. [PDF]
Morgan, B. (2004). Modals and memories: A grammar lesson on the Quebec referendum on sovereignty. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 158-178). Cambridge: Cambridge University Press.
Morgan, B. (2003). Identity and L2 pronunciation: Towards an integrated practice in ELT. The Journal of TESOL France, 10, 49-64.
Morgan, B. (2003). Writing across the theory/practice divide: A longitudinal confession. In C. Casanave & S. Vandrick (Eds.), Writing for scholarly publication (pp. 223-235) Mahwah, NJ: Lawrence Erlbaum Associates.
Morgan, B. (2002). Critical practice in community-based ESL programs: A Canadian perspective. Journal of Language, Identity, and Education, 1, 141-162.
Morgan, B. (2001, November). Exploring words/signs through critical and applied linguistic discourses. Applied Linguistics Forum, 22, 6-7.
Morgan, B. (2001). Community-based ESL: Exploring ‘critical citizenship.’ In J. Murphy & P. Byrd (Eds.), Understanding the courses we teach: Local perspectives on English language teaching (pp. 115-134). Ann Arbor, MI: University of Michigan Press.
Hunter, J., & Morgan, B. (2001). Language and public life: Teaching multiliteracies in ESL. In I. Leki (Ed.), Academic writing programs (pp. 99-109). Alexandria, VA: TESOL.
Morgan, B. (1998). The ESL classroom: Teaching, critical practice, and community development. Toronto, ON: University of Toronto Press.
Morgan, B. (1997). Identity and intonation: Linking dynamic processes in an ESL classroom. TESOL Quarterly, 31, 431-450.
Morgan, B. (1996). Promoting and assessing critical language awareness. TESOL Journal, 5(2), 10-14.
Morgan, B. (1992/1993). Teaching the Gulf War in an ESL classroom. TESOL Journal, 2(2), 13-17.