Peer-reviewed Publications
Tigert, J. M., Crawford, J., Jones, L., Fotouhi, G., Peercy, M. M., Hardy-Skeberdis, M., & Fredricks, D. E. (2026). Using language portraits to promote critical self-reflection for teaching multilingual students. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2026.2630200
Tigert, J. M., & Fotouhi, G. (2025). Sheltered math for emergent bilinguals: A case study of a novice high school teacher. TESOL Journal, 16(3), e70063. https://doi.org/10.1002/tesj.70063
Hsu, H. Y., Hakouz, A., & Fotouhi, G. (2025). Towards responsible generative AI in academia: a synthesis of AI policies on academic writing in the field of educational research. AI and Ethics, 1-18. https://doi.org/10.1007/s43681-025-00794-6
Leider, C.M., Tigert, J.M., Norova, N., Fotouhi, G., Sawyer, J., & Tianxuan Wang, R. (2024). Supporting multilingual learners: A pilot survey of art teachers. Studies in Art Education. https://doi.org/10.1080/00393541.2024.2322412
Tigert, J. M., Fotouhi, G., & Kirschbaum, S. (2021). An investigation of museum educators’ questioning during field trips. Learning, Culture and Social Interaction, 31(A), 1-10. https://doi.org/10.1016/j.lcsi.2021.100571
Fotouhi, G. & Soleimani, F. (2021). Exploring practices and perceptions of Iranian language teachers and content teachers in teaching EAP academic and technical vocabulary. Language Teaching Research Quarterly, 22, 102-118. https://doi.org/10.32038/ltrq.2021.22.08
Other Publications
Tigert, J.M. & Fotouhi, G. (2022). “Sometimes my tongue stucks with fluency”: International students’ English needs at a higher education institution. NERA Conference Proceeding 2022. 1. https://opencommons.uconn.edu/nera-2022/1/
Fotouhi, G. (2022). Book review: Andrew Rossiter. (2021). A New English Grammar - American Edition. MATSOL Currents, 45(1), 58-59. https://www.matsol.org/assets/Currents/MATSOL_Currents_Spring-Summer_2022.pdf
Book Chapters
Tigert, J. M., Fotouhi, G., No, L., & Marcucci, S. (2026). Rising to the Challenge: Case Study of International Student Acculturation. In A. Herridge & L. James (Eds.), Rethinking Mobility, Access, and Belonging in International Higher Education (pp. 149-180). IGI Global Scientific Publishing. https://doi.org/10.4018/979-8-3373-4427-0.ch006
Manuscripts Under Revision / In Review
Viesca, K. M., Morita-Mullaney, T., Leider, C. M., Pratt, K. L., Yilmaz, T., Sun, W., Jeong, H., Holmes, M., Onwubuya, G., Aguilar Chávez, G., Espinosa-Cevallos, L. F., de Jong, E., Chang-Bacon, C., Carson, C., Terrell, K. L., Amoakoh, J., Gómez, M., Kiramba, L., Fotouhi, G., . . . Valdez, V. (under review). 50 years of conceptualizing, measuring, and imagining equity in multilingual education: Towards transformative practices that support multilingual community thriving. Review of Research in Education.
Hsu, H. Y., Fotouhi, G., & Hakouz, A. (under review). AI Guilt, Policy Awareness, and Disclosure Anxiety in Doctoral Writing: Ethical Responsibility in Generative AI Use. AI and Ethics.
Fotouhi, G., & Tigert, J. M. (under review). Beyond generating materials: Preparing teachers to critically evaluate GenAI resources for multilingual learners. In L. C. de Oliveira, L. Jones, & S. M. Kane (Eds.), GenAI in K–12 language and literacy education. Routledge.
Research in Progress
Artificial intelligence in teacher education for multilingual learners. Three-article doctoral dissertation focused on preparing teachers to support multilingual learners in the context of AI.
Doctoral students’ perspectives on generative AI in academic writing. Collaborative manuscript in preparation.
Methodological and ethical considerations in AI-assisted qualitative data analysis. Collaborative manuscript in preparation.
Whiteness and language identities in teacher education. Collaborative book chapter in preparation examining teacher candidates’ racial and linguistic identities and ideologies through language portraits and reflective coursework.