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Dr. Xinyue Lu
Faculty
Faculty

Xinyue Lu, PhD ( she/her/hers)

Assistant Professor

Xinyue.Lu@howard.edu

Department/Office

  • World Languages & Cultures

School/College

  • College of Arts & Sciences

Biography

Dr. Xinyue Lu is an Assistant Professor of Second Language Acquisition in the Department of World Languages and Cultures at Howard University. She completed her PhD in Multilingual Language Education from The Ohio State University. Her scholarly work is situated in the fields of applied linguistics and educational sociolinguistics, with a focus on culturally and linguistically diverse language learners in world languages and ESOL programs. Drawing on ethnographic and discourse analytic approaches, she examines how language ideologies manifest in language classrooms and their implications for language teaching and teacher education. Her work has been published in journals such as Foreign Language Annals, NECTFL Review, TESL Canada Journal, Linguistic Landscape Journal, and International Journal of Chinese Language Teaching. 

Education & Expertise

Education

Multilingual Language Education

Ph.D.
The Ohio State University
2024

TESOL

M.S.
Fordham University
2017

Expertise

Applied linguistics, bi/multilingualism, world language education, TESOL, teacher education, social justice-oriented pedagogies, systemic functional linguistics, academic discourse socialization, linguistic landscapes 

Academics

Academics

WLCD 010 Introduction to Global Cultural and Linguistic Diversity

Chinese 001

ESOL 003 Advanced English as a Second Language

ESOL 002/CARG 301 Writing Across Disciplines

Accomplishments

Accomplishments

NFMLTA/MLJ Emma Marie Birkmaier Award for Doctoral Dissertation Research in World Language Education

Honorable Mention

NFMLTA-NCOLCTL Graduate Student Award

Publications and Presentations

Publications and Presentations

Socioeconomic status and linguistic diversity in shaping multilingualism in the U.S. Midwest: A linguistic landscape study. International Journal of Multilingualism.

Excited to share my new article in the International Journal of Multilingualism, co-authored with Bethany Martens and Peter Sayer! Drawing on data from my linguistic landscape study in Columbus, Ohio, we examine how socioeconomic status and linguistic diversity interact to shape the visibility of multilingualism in public spaces—and how these factors influence local language ideologies. Free access for the first 50 readers: https://www.tandfonline.com/eprint/IFXEVXTIBUA3PTQNSCB8/full?target=10.1080/14790718.2025.2540453
 

Translanguaging in a culturally and linguistically diverse Mandarin FLES Program

This is among the early empirical studies on translanguaging in U.S. world language classrooms. We suggest rethinking rigid interpretations of ACTFL’s “90% target-language” guideline—showing how, when used strategically, translanguaging can complement extensive target-language exposure to foster language development, participation, and learner agency.  https://doi.org/10.1111/flan.70011

“I felt like I was being judged…”: A duoethnography exploring international language teacher educator identities (2024)

TESOL Journal,  https://doi.org/10.1002/tesj.884

Enacting culturally sustaining pedagogies and translanguaging jointly in early language learning (2024)

The Language Educator, p. 32-37. 

“That's a line that we have to draw”: A systemic functional linguistics (SFL) perspective on world language teacher ideologies (2023)

NECTFL Review. https://www.nectfl.org/nectfl-review/

Diversity and inclusion of culturally and linguistically diverse students in K‐12 Chinese language education (2022)

Foreign Language Annals, 55(3), 684–703. https://doi.org/10.1111/flan.12639

Examining social class and multilingualism through the linguistic landscape: A methodological proposal (2022)

Linguistic Landscape Journal. 8(1), 32-55. https://doi.org/10.1075/ll.20032.lu