Xia Chao
Biographic Data
| ID | 3638801 |
|---|---|
| NAME | Xia Chao |
| GIVEN NAMES | Xia |
| FAMILY NAME | Chao |
| SIGNATURE | CHAO X |
| AFFILIATIONS | Duquesne University |
| ORCID | 0000-0001-8866-5178 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Intersecting digital literacies and multilingual identity in online gaming space
This case study adds to research on multilinguals’ digital literacies and identities construction by exploring a) what semiotic repertoires were assembled as Toutou, the case study subject, engaged in digital literacies in online gaming space and b) how Toutou’s semiotic assemblages in online gaming space impacted his multilingual identities. This study finds that dynamic semiotic resources enabled his participation in the global gaming community…
Material School Landscape Through the Eyes of Recent Refugee-Background Children and Parents
Background or Context: This visual ethnographic case study is part of a larger research project (2019–2023) that explores the multiplicities and complexities related to language, literacy, culture, and educational disparities among recently arrived refugees during their migration and resettlement experiences. The research took place in two adjacent multiethnic neighborhoods in a northeastern U.S. metropolitan area, where residents had limited or …
The Community Walking Interview
I Guess They Couldn’t Spell Eid”
I walk in language circles’
This narrative case study examines the multilingual practice and identity of Haben, a refugee-background Somali-Bantu in a larger one-year (2019-2020) ethnography with refugee arrivals in coping with new linguistic and cultural environment in a northeastern U.S. city. Framed by the entangled transnational-translocal approach to multilinguals, languages, and identities, this study finds Haben’s African languages and English were acquired and used …
Uyghur and Tibetan university students’ English language learning in China
Informed by an increasing amount of research in understanding spatiality in language learning, this ethnographic case study investigates two ethnic minority university students’ English language learning in urban, virtual, and classroom spaces as they relocated to an interior city for higher education in southeastern China. Data consisted of the students’ informal online interactions, drawing journals, photos, and interviews. This study examines …
Africatown in Guangzhou as geosemiotic assemblage
Using the social-spatial notions of geosemiotic assemblage and chronotope, this participatory ethnographic case study examines the intersection of store signs in the Africatown in Guangzhou and transnational African migrants’ meaning-making and place-making practices. Data collection is employed through a combination of traditional and participatory ethnographic methods including visual texts, interviews, and virtual field observations with field…
Language negotiation moments of ethnic Tibetan students in People’s Republic of China
Drawing from Darvin and Norton’s (2015 Darvin, R., and B. Norton. 2015. “Identity and a Model of Investment in Applied Linguistics.” Annual Review of Applied Linguistics 35: 36–56. doi:10.1017/S0267190514000191.[Crossref], [Web of Science ®] , [Google Scholar]) investment model, this study investigates ethnic Tibetan students’ multilingual practice and its influence on these students’ ethnic identity construction at an interior university in Peop…
Thank You to Reviewers
Urban Indigenous Bilingualism
This case study examines how three American Indian families’ language and literacy practices influence their children’s emergent bilingual development in a predominately White, urban community in a Northwestern U.S. city. The study explores the families’ life stories and their expressions of Indigenous language use and cultural practices. The findings indicate that bilingualism encompasses the participants’ identities by supporting the social, cu…
Language and identity
This 17-month ethnographic case study, which is grounded in the notions of citizenship, language, and Bakhtin’s ideological becoming, examines the complex interplay of ideologies of citizenship, language, and identity in a church-based citizenship class in a Northeastern U.S. city. This study reveals the disconnects of ideologies of citizenship between refugee-background Bhutanese adults and their instructor. It also reveals the educational, cult…
English Teaching and Evangelical Mission
In the age of globalization, the spread of English has resulted in discussions regarding the relevance and complexity of evangelical Christianity in and through English Language Teaching (ELT). Joh
What defines me is what I have been through’
Framed by a poststructuralist theory of identity, this phenomenological study explores Bhutanese refugee youth’s lived experiences before and after resettlement and the ways that these experiences influence their identity navigation. Data from this study come from a two-year ethnography with a recently resettled Bhutanese refugee community in a northeastern US city. By focusing on four Bhutanese refugee youth and two current Bhutanese refugee you…
Community Service Learning as Critical Curriculum
Grounded in the whole person perspective of language learners and the concepts of investment and L2 socialization, this qualitative study explores how community service learning (CSL) contributes to international students' L2 practices and identity development. This study finds that CSL creates “a pedagogical contact zone” outside the formal language classroom in which students are exposed to authentic L2 practices and discourse acquisition. CSL …
Elementary English Education
In response to the national and individual needs for English instruction, China mandated English provision in elementary schools in 2001. Grounded in the work of Bourdieu, this study examines professional Chinese parents' language attitudes in relation to their social positions. It draws data from interviews with 20 professional Chinese parents and joint classroom observations with their children in an urban public elementary school in Beijing, C…
Class Habitus
This ethnographic case study explores how two middle-class Chinese immigrant parents in a southeastern U.S. city facilitate their newcomer adolescents' second language acquisition and social integration. Data show that parents' inadequate English proficiency may not be a fixed constraining factor; their class habitus and cultural capital may enable them to work as change agents in their adolescents' integration process. This study highlights the …
Class Habitus
This ethnographic case study explores how two middle-class Chinese immigrant parents in a southeastern U.S. city facilitate their newcomer adolescents' second language acquisition and social integration. Data show that parents' inadequate English proficiency may not be a fixed constraining factor; their class habitus and cultural capital may enable them to work as change agents in their adolescents' integration process. This study highlights the …
What defines me is what I have been through’
Framed by a poststructuralist theory of identity, this phenomenological study explores Bhutanese refugee youth’s lived experiences before and after resettlement and the ways that these experiences influence their identity navigation. Data from this study come from a two-year ethnography with a recently resettled Bhutanese refugee community in a northeastern US city. By focusing on four Bhutanese refugee youth and two current Bhutanese refugee you…
Urban Indigenous Bilingualism
This case study examines how three American Indian families’ language and literacy practices influence their children’s emergent bilingual development in a predominately White, urban community in a Northwestern U.S. city. The study explores the families’ life stories and their expressions of Indigenous language use and cultural practices. The findings indicate that bilingualism encompasses the participants’ identities by supporting the social, cu…
I walk in language circles’
This narrative case study examines the multilingual practice and identity of Haben, a refugee-background Somali-Bantu in a larger one-year (2019-2020) ethnography with refugee arrivals in coping with new linguistic and cultural environment in a northeastern U.S. city. Framed by the entangled transnational-translocal approach to multilinguals, languages, and identities, this study finds Haben’s African languages and English were acquired and used …
Africatown in Guangzhou as geosemiotic assemblage
Using the social-spatial notions of geosemiotic assemblage and chronotope, this participatory ethnographic case study examines the intersection of store signs in the Africatown in Guangzhou and transnational African migrants’ meaning-making and place-making practices. Data collection is employed through a combination of traditional and participatory ethnographic methods including visual texts, interviews, and virtual field observations with field…
Class Habitus
This ethnographic case study explores how two middle-class Chinese immigrant parents in a southeastern U.S. city facilitate their newcomer adolescents' second language acquisition and social integration. Data show that parents' inadequate English proficiency may not be a fixed constraining factor; their class habitus and cultural capital may enable them to work as change agents in their adolescents' integration process. This study highlights the …
Elementary English Education
In response to the national and individual needs for English instruction, China mandated English provision in elementary schools in 2001. Grounded in the work of Bourdieu, this study examines professional Chinese parents' language attitudes in relation to their social positions. It draws data from interviews with 20 professional Chinese parents and joint classroom observations with their children in an urban public elementary school in Beijing, C…
Community Service Learning as Critical Curriculum
Grounded in the whole person perspective of language learners and the concepts of investment and L2 socialization, this qualitative study explores how community service learning (CSL) contributes to international students' L2 practices and identity development. This study finds that CSL creates “a pedagogical contact zone” outside the formal language classroom in which students are exposed to authentic L2 practices and discourse acquisition. CSL …
English Teaching and Evangelical Mission
In the age of globalization, the spread of English has resulted in discussions regarding the relevance and complexity of evangelical Christianity in and through English Language Teaching (ELT). Joh
What defines me is what I have been through’
Framed by a poststructuralist theory of identity, this phenomenological study explores Bhutanese refugee youth’s lived experiences before and after resettlement and the ways that these experiences influence their identity navigation. Data from this study come from a two-year ethnography with a recently resettled Bhutanese refugee community in a northeastern US city. By focusing on four Bhutanese refugee youth and two current Bhutanese refugee you…
Language and identity
This 17-month ethnographic case study, which is grounded in the notions of citizenship, language, and Bakhtin’s ideological becoming, examines the complex interplay of ideologies of citizenship, language, and identity in a church-based citizenship class in a Northeastern U.S. city. This study reveals the disconnects of ideologies of citizenship between refugee-background Bhutanese adults and their instructor. It also reveals the educational, cult…
Urban Indigenous Bilingualism
This case study examines how three American Indian families’ language and literacy practices influence their children’s emergent bilingual development in a predominately White, urban community in a Northwestern U.S. city. The study explores the families’ life stories and their expressions of Indigenous language use and cultural practices. The findings indicate that bilingualism encompasses the participants’ identities by supporting the social, cu…
Language negotiation moments of ethnic Tibetan students in People’s Republic of China
Drawing from Darvin and Norton’s (2015 Darvin, R., and B. Norton. 2015. “Identity and a Model of Investment in Applied Linguistics.” Annual Review of Applied Linguistics 35: 36–56. doi:10.1017/S0267190514000191.[Crossref], [Web of Science ®] , [Google Scholar]) investment model, this study investigates ethnic Tibetan students’ multilingual practice and its influence on these students’ ethnic identity construction at an interior university in Peop…
Thank You to Reviewers
Uyghur and Tibetan university students’ English language learning in China
Informed by an increasing amount of research in understanding spatiality in language learning, this ethnographic case study investigates two ethnic minority university students’ English language learning in urban, virtual, and classroom spaces as they relocated to an interior city for higher education in southeastern China. Data consisted of the students’ informal online interactions, drawing journals, photos, and interviews. This study examines …
Africatown in Guangzhou as geosemiotic assemblage
Using the social-spatial notions of geosemiotic assemblage and chronotope, this participatory ethnographic case study examines the intersection of store signs in the Africatown in Guangzhou and transnational African migrants’ meaning-making and place-making practices. Data collection is employed through a combination of traditional and participatory ethnographic methods including visual texts, interviews, and virtual field observations with field…
I walk in language circles’
This narrative case study examines the multilingual practice and identity of Haben, a refugee-background Somali-Bantu in a larger one-year (2019-2020) ethnography with refugee arrivals in coping with new linguistic and cultural environment in a northeastern U.S. city. Framed by the entangled transnational-translocal approach to multilinguals, languages, and identities, this study finds Haben’s African languages and English were acquired and used …
Material School Landscape Through the Eyes of Recent Refugee-Background Children and Parents
Background or Context: This visual ethnographic case study is part of a larger research project (2019–2023) that explores the multiplicities and complexities related to language, literacy, culture, and educational disparities among recently arrived refugees during their migration and resettlement experiences. The research took place in two adjacent multiethnic neighborhoods in a northeastern U.S. metropolitan area, where residents had limited or …
The Community Walking Interview
I Guess They Couldn’t Spell Eid”
Intersecting digital literacies and multilingual identity in online gaming space
This case study adds to research on multilinguals’ digital literacies and identities construction by exploring a) what semiotic repertoires were assembled as Toutou, the case study subject, engaged in digital literacies in online gaming space and b) how Toutou’s semiotic assemblages in online gaming space impacted his multilingual identities. This study finds that dynamic semiotic resources enabled his participation in the global gaming community…
Sociology (11 works) · Multilingual Education and Policy (10 works) · Gender Studies (8 works) · Anthropology (7 works) · Linguistics (7 works) · Pedagogy (7 works) · Political science (7 works) · Global Education and Multiculturalism (6 works) · Ethnography (5 works) · Psychology (5 works)