Multilingual Language Education

Ph.D.
The Ohio State University
2024

TESOL

M.S.
Fordham University
2017

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

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

ACTFL Research SIG Early Career Award (2025)

NFMLTA/MLJ Emma Marie Birkmaier Award for Doctoral Dissertation Research in World Language Education (Honorable Mention) (2024)

NFMLTA-NCOLCTL Graduate Student Award

AI literacy: A core practice in world language education

The study shows how teacher candidates built competencies across technological, pedagogical, professional, and ethical dimensions of AI use, and how they shaped their developing professional identities while working with AI. By framing AI literacy as a core teaching practice, we offer a reflective, practice-based model for preparing future world language teachers to integrate AI with care and responsibility. https://doi.org/10.1111/flan.70037

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/

L2 academic discourse socialization in a U.S. Chinese language flagship program (2022)

International Journal of Chinese Language Teaching. 3(3), 20-47. https://doi.org/10.46451/ijclt.2022.03.02

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

A systematic review of collaborative writing implementation in K-12 second language classrooms (2021)

TEFLIN Journal. 32(1), 50-71. http://dx.doi.org/10.15639/teflinjournal.v32i1/50-71