Chang
Datos Biográficos
| ID | 33713 |
|---|---|
| NOMBRE | Chang |
| APELLIDO | Chang |
| FIRMA | CHANG |
| AFILIACIONES | Columbia University |
| ORCID | 0000-0002-3321-9944 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 17 |
| TOTAL DE CITAS | 16 |
| TOTAL COMO AUTOR | 17 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2013 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Wo Ai Ni Mommy
Chinese transnational adoptees who are also deemed English learners in the United States face challenges in their language and identity development. To better understand the role of symbolic resources in the Chinese transnational adoptee’s English language learning, this qualitative case study of the documentary ‘Wo Ai Ni Mommy’ scrutinized Fang Sui Yong’s adoption journey in language learning through the lens of investment theory and language id…
Learning from our struggles as formative intervention researchers through critical incidents
Ongoing quality critical reflection is required for qualitative educational researchers to attend to their own reflexivity. This self-study is an examination of two formative intervention researchers who are both teacher-educators conducting Change Laboratory (CL) work in the United States (first author) and formative intervention in Brazil (second author). The first author adapted and employed the CL methodological framework as a professional le…
US–Chinese bilingual education after the sunsetting of the Lau Consent Decree
Unpacking Urban Teaching Residents' Mental Constructs
When teachers of color professionalize their teaching, they encounter tensions between their personal and professional identities, causing dissonances. This study examined 36 teaching residents of color and their professional identity development in one northeastern urban teacher residency (UTR) program in the United States. We used narrative research to explore how participants constructed themselves as teachers in their stories. We analyzed pro…
Augmenting bilingual preservice teachers’ articulation of teaching in a Change Lab
The funds of knowledge of bilingual preservice teachers (BPSTs) are undervalued in the U.S. predominantly White teacher education space. Therefore, this study aimed to investigate and integrate the overlooked knowledge and epistemologies of BPSTs into teacher preparation. To do so, we conducted a secondary analysis of Play-Doh pictures and narrative generated by the BPSTs from a multi-year change laboratory (CL) intervention, which took place in …
Enrichment, empowerment, and emancipation
Immigrant parents have varied yet comparable language ideologies, perspectives, and experiences. In this qualitative case study, 67 immigrant parents were interviewed, 37 Chinese and 30 Latinx, whose children were enrolled in Mandarin–English and Spanish–English bilingual after-school programs at two urban public elementary schools in the U.S. Northeast megalopolis. Critical discourse analysis of the interview transcripts revealed parents’ encomp…
Refracting historical contradictions in U.S. bilingual education
The post-pandemic world has witnessed a surge in linguistic racism; anti-Asian stigma has not only altered bilingual education but also created tensions for immigrant families and teachers from Asian American and Pacific Islander (AAPI) communities. In this conceptual article, Vygotsky's concept of perezhivanie is employed to examine the historical contradictions of anti-Asian stigma refracted in educational contexts. Narratives and vignettes fro…
Developing preservice bilingual teachers’ transformative agency
Inside out or outside in? Sustaining a national performing arts centre in an emerging cultural city
This paper adapts a ‘sense of place’ framework to investigate varying preferences for the physical and cultural offerings of arts centres using a choice experiment. An on-site survey was conducted of local residents and tourists about the Esplanade-Theatres-on-the-Bay, Singapore’s national performing arts centre. Results indicate that sustainability requires an ‘inside out’ strategy – arts content over supporting structures such as amenities and …
Chinese bilingual preservice teachers' reflections on translanguaging pedagogy
The Challenge Translanguaging, as a sociolinguistic practice, has been curricularized as a pedagogical tool for bilingual teachers. Despite its essential principle regarding the fluidity and dynamic nature of language use, translanguaging is inadvertently used by bilingual teachers as a proxy for translation and racialization rather than cultivating culturally and linguistically sustaining practices
Indulging interactivity
The manifestation of chinese preservice bilingual teachers’ relational agency in a change laboratory intervention
This qualitative case study is an examination of the relational agency manifested by three Chinese preservice bilingual teachers as they participated in a semester-long Change Laboratory (CL) intervention, during which they were placed in bilingual classrooms to work with their cooperating teachers. The bilingual teacher educators (i.e., the authors in this article) adapted and applied the CL methodology in the student teaching seminar course to …
Multicultural Educators as Cultural Brokers and Language Mediators
With the lack of ethnolinguistic-specific resources for U.S. teachers, this essay is written for teachers working with ethnolinguistic students at schools and in the communities. In what follows, I will focus on two expanded theoretical underpinnings of becoming multicultural educators: (1) cultural brokering as a way to cross personal and professional boundaries, and (2) using languages as mediators to support the learning of ethnolinguistic stu…
Struggling to-be or not-to-be a bilingual teacher
While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the…
Corridors
CorridorsEngaging Multispecies Entanglements through Infrastructural Play Alenda Chang (bio) The members of the symbioses of the Children of Compost, human and nonhuman, travel or depend on associates that travel; corridors are essential to their being. The restoration and care of corridors, of connection, is a central task of the communities; it is how they imagine and practice repair of ruined lands and waters and their critters, human and not.…
Raising Mixed Race
Research continues to uncover early childhood as a crucial time when we set the stage for who we will become. In the last decade, we have also seen a sudden massive shift in America’s racial makeup with the majority of the current under-5 age population being children of color. Asian and multiracial are the fastest growing self-identified groups in the United States. More than 2 million people indicated being mixed race Asian on the 2010 Census. …
Fad, fetish or fixture
This paper analyses how much culture is valued in a newly-developed economy with a distinct dichotomy of an arts-appreciating population segment and a less-culturally aware mass. An analytical framework weaving together the intrinsic, business and societal benefits of arts and culture is applied to explore whether arts festivals – a popular tourism event in many countries – are a temporary fad, an expensive governmental fetish or a naturally-evol…
Struggling to-be or not-to-be a bilingual teacher
While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the…
Chinese bilingual preservice teachers' reflections on translanguaging pedagogy
The Challenge Translanguaging, as a sociolinguistic practice, has been curricularized as a pedagogical tool for bilingual teachers. Despite its essential principle regarding the fluidity and dynamic nature of language use, translanguaging is inadvertently used by bilingual teachers as a proxy for translation and racialization rather than cultivating culturally and linguistically sustaining practices
Refracting historical contradictions in U.S. bilingual education
The post-pandemic world has witnessed a surge in linguistic racism; anti-Asian stigma has not only altered bilingual education but also created tensions for immigrant families and teachers from Asian American and Pacific Islander (AAPI) communities. In this conceptual article, Vygotsky's concept of perezhivanie is employed to examine the historical contradictions of anti-Asian stigma refracted in educational contexts. Narratives and vignettes fro…
Developing preservice bilingual teachers’ transformative agency
Multicultural Educators as Cultural Brokers and Language Mediators
With the lack of ethnolinguistic-specific resources for U.S. teachers, this essay is written for teachers working with ethnolinguistic students at schools and in the communities. In what follows, I will focus on two expanded theoretical underpinnings of becoming multicultural educators: (1) cultural brokering as a way to cross personal and professional boundaries, and (2) using languages as mediators to support the learning of ethnolinguistic stu…
Fad, fetish or fixture
This paper analyses how much culture is valued in a newly-developed economy with a distinct dichotomy of an arts-appreciating population segment and a less-culturally aware mass. An analytical framework weaving together the intrinsic, business and societal benefits of arts and culture is applied to explore whether arts festivals – a popular tourism event in many countries – are a temporary fad, an expensive governmental fetish or a naturally-evol…
Fad, fetish or fixture
This paper analyses how much culture is valued in a newly-developed economy with a distinct dichotomy of an arts-appreciating population segment and a less-culturally aware mass. An analytical framework weaving together the intrinsic, business and societal benefits of arts and culture is applied to explore whether arts festivals – a popular tourism event in many countries – are a temporary fad, an expensive governmental fetish or a naturally-evol…
Raising Mixed Race
Research continues to uncover early childhood as a crucial time when we set the stage for who we will become. In the last decade, we have also seen a sudden massive shift in America’s racial makeup with the majority of the current under-5 age population being children of color. Asian and multiracial are the fastest growing self-identified groups in the United States. More than 2 million people indicated being mixed race Asian on the 2010 Census. …
Corridors
CorridorsEngaging Multispecies Entanglements through Infrastructural Play Alenda Chang (bio) The members of the symbioses of the Children of Compost, human and nonhuman, travel or depend on associates that travel; corridors are essential to their being. The restoration and care of corridors, of connection, is a central task of the communities; it is how they imagine and practice repair of ruined lands and waters and their critters, human and not.…
Multicultural Educators as Cultural Brokers and Language Mediators
With the lack of ethnolinguistic-specific resources for U.S. teachers, this essay is written for teachers working with ethnolinguistic students at schools and in the communities. In what follows, I will focus on two expanded theoretical underpinnings of becoming multicultural educators: (1) cultural brokering as a way to cross personal and professional boundaries, and (2) using languages as mediators to support the learning of ethnolinguistic stu…
Struggling to-be or not-to-be a bilingual teacher
While the methodology of formative intervention research has long been established, the aspect of new instrumentality of Change Laboratory is fragmentally documented. Therefore, in this study, we modified two major Change Laboratory mediating tools used in bilingual student-teaching seminars, namely the disturbance diary and four-field model. These two empirically investigated Change Laboratory tools have mediated transformative agency within the…
Indulging interactivity
The manifestation of chinese preservice bilingual teachers’ relational agency in a change laboratory intervention
This qualitative case study is an examination of the relational agency manifested by three Chinese preservice bilingual teachers as they participated in a semester-long Change Laboratory (CL) intervention, during which they were placed in bilingual classrooms to work with their cooperating teachers. The bilingual teacher educators (i.e., the authors in this article) adapted and applied the CL methodology in the student teaching seminar course to …
Inside out or outside in? Sustaining a national performing arts centre in an emerging cultural city
This paper adapts a ‘sense of place’ framework to investigate varying preferences for the physical and cultural offerings of arts centres using a choice experiment. An on-site survey was conducted of local residents and tourists about the Esplanade-Theatres-on-the-Bay, Singapore’s national performing arts centre. Results indicate that sustainability requires an ‘inside out’ strategy – arts content over supporting structures such as amenities and …
Chinese bilingual preservice teachers' reflections on translanguaging pedagogy
The Challenge Translanguaging, as a sociolinguistic practice, has been curricularized as a pedagogical tool for bilingual teachers. Despite its essential principle regarding the fluidity and dynamic nature of language use, translanguaging is inadvertently used by bilingual teachers as a proxy for translation and racialization rather than cultivating culturally and linguistically sustaining practices
Developing preservice bilingual teachers’ transformative agency
Augmenting bilingual preservice teachers’ articulation of teaching in a Change Lab
The funds of knowledge of bilingual preservice teachers (BPSTs) are undervalued in the U.S. predominantly White teacher education space. Therefore, this study aimed to investigate and integrate the overlooked knowledge and epistemologies of BPSTs into teacher preparation. To do so, we conducted a secondary analysis of Play-Doh pictures and narrative generated by the BPSTs from a multi-year change laboratory (CL) intervention, which took place in …
Enrichment, empowerment, and emancipation
Immigrant parents have varied yet comparable language ideologies, perspectives, and experiences. In this qualitative case study, 67 immigrant parents were interviewed, 37 Chinese and 30 Latinx, whose children were enrolled in Mandarin–English and Spanish–English bilingual after-school programs at two urban public elementary schools in the U.S. Northeast megalopolis. Critical discourse analysis of the interview transcripts revealed parents’ encomp…
Refracting historical contradictions in U.S. bilingual education
The post-pandemic world has witnessed a surge in linguistic racism; anti-Asian stigma has not only altered bilingual education but also created tensions for immigrant families and teachers from Asian American and Pacific Islander (AAPI) communities. In this conceptual article, Vygotsky's concept of perezhivanie is employed to examine the historical contradictions of anti-Asian stigma refracted in educational contexts. Narratives and vignettes fro…
US–Chinese bilingual education after the sunsetting of the Lau Consent Decree
Unpacking Urban Teaching Residents' Mental Constructs
When teachers of color professionalize their teaching, they encounter tensions between their personal and professional identities, causing dissonances. This study examined 36 teaching residents of color and their professional identity development in one northeastern urban teacher residency (UTR) program in the United States. We used narrative research to explore how participants constructed themselves as teachers in their stories. We analyzed pro…
Wo Ai Ni Mommy
Chinese transnational adoptees who are also deemed English learners in the United States face challenges in their language and identity development. To better understand the role of symbolic resources in the Chinese transnational adoptee’s English language learning, this qualitative case study of the documentary ‘Wo Ai Ni Mommy’ scrutinized Fang Sui Yong’s adoption journey in language learning through the lens of investment theory and language id…
Learning from our struggles as formative intervention researchers through critical incidents
Ongoing quality critical reflection is required for qualitative educational researchers to attend to their own reflexivity. This self-study is an examination of two formative intervention researchers who are both teacher-educators conducting Change Laboratory (CL) work in the United States (first author) and formative intervention in Brazil (second author). The first author adapted and employed the CL methodological framework as a professional le…
Sociology (14 obras) · Pedagogy (9 obras) · Psychology (7 obras) · Multilingual Education and Policy (6 obras) · Political science (6 obras) · Teacher Education and Leadership Studies (6 obras) · Bilingual education (5 obras) · Innovative Education and Learning Practices (5 obras) · Mathematics education (5 obras) · Art (3 obras)