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Dr. Xinyue Lu
Faculty
Faculty

Xinyue Lu, PhD ( she/her)

Assistant Professor

Xinyue.Lu@howard.edu
https://sites.google.com/view/xinyueluresearch/home

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 the Modern Language Journal, Applied Linguistics Review, Foreign Language Annals, TESOL Journal, Linguistic Landscape Journal, and Critical Inquiry in Language Studies. 

Education & Expertise

Education

Multilingual Language Education

Ph.D.
The Ohio State University

TESOL

M.S.
Fordham University

Expertise

Applied linguistics, multilingualism, world language education, TESOL, language teacher education, language ideologies, translanguaging, linguistic landscapes 

Academics

Academics

WLCD 010 - Introduction to Global Cultures and Linguistic Diversity

WLCD 011 - Introduction to TESOL and Second/Foreign Language Teaching

ESOL 003 - Advanced English as a Second Language

ESOL 002 - Writing Across Disciplines

CHIN 001 - Chinese I

Accomplishments

Accomplishments

AERA Critical Language Education Seed Research Grant (2026)

ACTFL Research SIG Early Career Award (2025)

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

Publications and Presentations

Publications and Presentations

Selected Refereed Journal Articles

  • Lu, X., Tian, Z., & Wang, D. (2026). Mapping translanguaging research in global Chinese language education: A systematic review. Applied Linguistics Review.  https://doi.org/10.1515/applirev-2025-0360

  • Lu, X. (2026). “It’s not like I’m gonna go to China one day”: A raciolinguistic perspective on students’ language ideologies in a U.S. Mandarin FLES program. The Modern Language Journal, 110(3), 861-880. https://doi.org/10.1111/modl.70063 

  • Lu, X. (2026). “Talk the talk but not walk the walk”: Residents’ reading of super-multilingual signs in a U.S. Midwestern City. Critical Inquiry in Language Studies. https://doi.org/10.1080/15427587.2026.2621298 [Early View]

  • Lu, X., Zaitseva, A., & Troyan, F. J. (2026). AI literacy: A core practice in world language education. Foreign Language Annals. 59 (1), 9-33, https://doi.org/10.1111/flan.70037

  • Lu, X., Martens, B., & Sayer, P. (2026). Socioeconomic status and linguistic diversity in shaping multilingualism in the U.S. Midwest: a linguistic landscape study. International Journal of Multilingualism, 23(1), 204–233. https://doi.org/10.1080/14790718.2025.2540453

  • Lu, X., & Tian, Z. (2025). Translanguaging in a culturally and linguistically diverse Mandarin FLES program. Foreign Language Annals, 58(3), 556–579. https://doi.org/10.1111/flan.70011

  • Lu, X., Iswandari, Y., Weng, Z. & Troyan, F. J. (2024). “I felt like I was being judged…”: A duoethnography exploring international language teacher educator identities. TESOL Journal, 16(1), e884. https://doi.org/10.1002/tesj.884

  • Lu, X., King, N., & Tian, Z. (2024). Enacting culturally sustaining pedagogies and translanguaging jointly in early language learning. The Language Educator, 32-37.

  • Lu, X., & Troyan, F. J. (2023). “That’s a line that we have to draw”: A systemic functional linguistics (SFL) perspective on world language teacher ideologies. NECTFL Review. 91 (September 2023), 39-60. https://www.nectfl.org/nectfl-review/

  • Lu, X. & Troyan, F. J. (2022). Diversity and inclusion of culturally and linguistically diverse students in K‐12 Chinese language education. Foreign Language Annals, 55(3), 684–703. https://doi.org/10.1111/flan.12639

  • Wild, T., Lu, X., Smith, D. W., & Fast, D. (2022). Creation of a national agenda for STEM education for students with visual impairments. Journal of Visual Impairment & Blindness. 116(5), 1-3. http://doi.org/10.1177/0145482X221134372

  • Lu, X., Martens, B., & Sayer, P. (2022). Examining social class and multilingualism through the linguistic landscape: A methodological proposal. Linguistic Landscape Journal. 8(1), 32-55. https://doi.org/10.1075/ll.20032.lu

Book Chapters

  • Özkaynak, O. & Lu, X. (2026). Decolonizing academic English writing: Pedagogical strategies for multilingual students in higher education. L. Veliz, P. Meighan, W. A. Shah, & A. X. Gao (Eds), The Routledge Handbook of Race and Equity in Applied Linguistics. Routledge. https://doi.org/10.4324/9781003630517-15

  • Lu, X. & Martens, B. (2022). Methodological considerations for field-based linguistic landscape work. In E. Krompák & T. Vincenzo (Eds). Sprache Und Raum: Mehrsprachigkeit in der Bildungsforschung und in der Schule [Language and Space: Multilingualism in educational research and in school]. p. 121-139. Hep Verlag AG: Bern.