Zhongfeng Tian
Biographic Data
| ID | 4420870 |
|---|---|
| NAME | Zhongfeng Tian |
| GIVEN NAMES | Zhongfeng |
| FAMILY NAME | Tian |
| SIGNATURE | TIAN Z |
| AFFILIATIONS | Rutgers, the State University of New Jersey |
| ORCID | 0000-0003-0233-0284 |
| VERIFIED | Yes |
| TOTAL WORKS | 36 |
| TOTAL CITATIONS | 40 |
| AUTHOR COUNT | 36 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Mapping translanguaging research in global Chinese language education: A systematic review
Over the past decade, translanguaging has emerged as a significant framework in language education, yet its application in Chinese language teaching remains underexplored. This systematic review examines 52 empirical studies published between 2014 and 2024 to map how translanguaging has been conceptualized and enacted in global Chinese language education. Viewing translanguaging through a dual framing as both a practice and a stance , we investig…
Whose voices count? Multilingualism, AI policy, and equity at Hispanic-Serving institutions
Universities have been rapidly developing generative AI policies to govern teaching, learning, research, and administration. Although these policies are typically framed around innovation, academic integrity, and risk management, they also shape language practices and participation in multilingual institutional contexts. Drawing on language policy scholarship that conceptualizes policy as discourse-in-action, this study examines AI policy discour…
Ten years of translanguaging: Reflections and future directions in dialogue with Ofelia García and Li Wei
Marking a decade since the publication of Translanguaging: Language, Bilingualism, and Education, this forum revisits the evolution of translanguaging as a theoretical, pedagogical, and sociopolitical framework. Drawing on a dialogue with Ofelia García and Li Wei, the discussion reflects on how translanguaging has reshaped understandings of multilingualism, language education, and linguistic justice across diverse contexts. The exchange examines …
Grappling with Translanguaging as Tesol Teacher Educators: A Collaborative Self-Study
As multilingual, transnational TESOL teacher educators, we recognize the transformative potential of translanguaging in preparing teachers for culturally and linguistically diverse classrooms in the United States. In response, we have intentionally integrated translanguaging into our teacher education courses, striving for curricular reform and ideological shifts within TESOL preparation. This collaborative self-study examines our experiences as …
Beyond pajamas: Translingual writing as 战袍 for voice, desire, and resistance
This article reframes translingual writing not as ‘pajamas’ – something too casual for public scholarly life – but as 战袍 (zhànpáo), an intentional, context-sensitive ensemble for voice, desire, and resistance. Equating multilingual expression with impropriety reinscribes colonial norms; 战袍 instead centers agency and fit: writers choose linguistic and semiotic forms that carry meaning and meet the moment. Moving from metaphor to method, we propose…
Latina mother and teacher insights and narratives at the intersection of dual language bilingual education and special education
Translanguaging for Equity and Justice in Assessment: A Systematic Review
This systematic review examines how translanguaging has been integrated into educational assessment, a domain historically dominated by monolingual norms. Drawing on 33 empirical studies published between 2012 and 2023, we employed an inductive–deductive coding approach to analyze how translanguaging is enacted across assessment types and its implications for teaching, learning, and equity. The literature was concentrated in North America. Findin…
Toward critically and humanely grounded futures for L2 writing in the GenAI era: Sparking dialogue and critical experimentation
Toward equitable classrooms: Translanguaging for adolescent emergent multilinguals
Conceptualizing the transformativeness of translanguaging: A spectrum perspective
Translanguaging theory posits that bi/multilingual students have unitary, dynamic repertoires of communicative features and seeks to subvert monolingual norms and language standardization that perpetuate the marginalization of bi/multilingual learners. Yet, some argue that translanguaging research in education fails to live up to its transformative claims. Motivated by these ongoing debates, we conducted a systematic literature review of translan…
An urgent call to center AsianCrit in Chinese/English dual language bilingual education programs
In recent years, neoliberal interests in U.S. Chinese/English dual language bilingual education (DLBE) programs have emphasized white, English-speakers’ use of Mandarin for economic and political gains. Such interests reify white supremacy and contribute to the erasure of Chinese and Chinese American voices, histories, and cultures in curriculum and instruction. While early literature on Chinese DLBE contexts examined program success based on stu…
Translanguaging at school: A systematic review of U.S. PK-12 translanguaging research
Translanguaging in a culturally and linguistically diverse Mandarin FLES program
This study explores translanguaging practices in a K‐5 Mandarin Foreign Language in Elementary School (FLES) program in the United States. Using an ethnographic case study approach, it examined how a Mandarin teacher enacted translanguaging practices in two fourth‐grade Mandarin classrooms and explored the affordances these practices provided for her multilingual students. The analysis of classroom video‐recordings and artifacts revealed that by …
An investigation of parents’ decisions to enroll in Mandarin-English dual language immersion programs
It’s Always Been on My Mind: Asian American Bilingual Teachers’ Approaches in Centering Asian American Studies in Urban Dual Language Programs
Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: Case studies from the field
Principal agency 50 years after the Lau decision: Building and sustaining bilingual education programs for Asian languages
This study examined how three champion principals of Asian language dual language bilingual education (DLBE) programs—Cantonese, Korean, and Mandarin—in California have navigated the oscillating language-in-education policies after the Lau decision. We explored principals' various roles through a lens of agency in a social justice leadership framework, specifically considering the opportunities and challenges for agentive leadership from three di…
Content-area teacher candidates’ identity work in an online teacher education course
Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework
Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) trans…
Critical language awareness in L2 writing: Starting por la autorreflexión, 自我反省
Monolingual content-area teacher candidates’ identity work in an online teacher education course
Centering southern perspectives in translanguaging research
The last decade has witnessed the momentum of “trans-” turn in applied linguistics and language education. Within these conversations, the term translanguaging—as practice, theory, and pedagogy—articulates a paradigmatic shift in how we think about language(s) and how we can serve multilingual learners in ways that are more humanizing and justice-oriented. While there has been an exponential growth in translanguaging research, the majority of the…
Pedagogical translanguaging: Theoretical, methodological and empirical perspectives (Vol. 132)
Translanguaging: A pedagogy of heteroglossic hope
Translanguaging research has documented language practices within the multilingual, multimodal turn and the post-multilingualism era. Space still remains for inquiry into translanguaging practices that respect and align with students’ multilingual affordances across languages. How might these practices counteract monoglossic pressures in classrooms and their appearance in/through teacher-student dynamics? Growing attention given to bi/multilingua…
Translanguaging pedagogies in a Mandarin-English dual language bilingual education classroom: Contextualised learning from teacher-researcher collaboration
Teacher-researcher collaborative inquiry helps illuminate contextual demands and affordances of teaching and learning and how they shape and inform theory and practice. Elaborating on a university-school study in a Mandarin-English dual language bilingual education (DLBE) programme in the U.S., we examine how the researcher worked alongside a Grade 3 Mandarin teacher in implementing translanguaging approaches across different content areas. We fo…
(Re)imagining the Future of Translanguaging Pedagogies in Tesol Through Teacher–Researcher Collaboration
Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework
Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) trans…
Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course: Opportunities and Challenges
In this classroom-based qualitative study, we examine how a small group of content area teacher candidates developed emerging critical language awareness (CLA) during one graduate-level translanguaging-infused teacher education course on multilingual theories and practices. The findings point out the potential of translanguaging in prompting spontaneous reflections on pre-service teachers' personal experiences with language and languaging, paving…
Challenging the ‘Dual’: Designing translanguaging spaces in a Mandarin-English dual language bilingual education program
In response to a growing call for developing flexible, multilingual spaces in dual language bilingual education (DLBE) programs, this paper explored how [Sánchez, M. T., O. García, and C. Solorza. 2018. “Reframing Language Allocation Policy in Dual Language Bilingual Education.” Bilingual Research Journal 41 (1): 37–51.] translanguaging allocation policy could be strategically and purposefully implemented in a Grade 3 Mandarin classroom in a U.S.…
Preparing Pre-Service Content Area Teachers Through Translanguaging
In response to the multilingual and multicultural realities in U.S. classrooms, it is important to prepare all teachers who understand translanguaging and are capable of implementing it across contexts. This exploratory qualitative study investigates how five pre-service content area teachers grappled with translanguaging in a graduate-level teacher education course which was designed from a translanguaging perspective. Data sources include teach…
Paradigmatic Tensions in Translanguaging Theory and Practice in Teacher Education: Introduction to the Special Issue
Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development
It’s Always Been on My Mind: Asian American Bilingual Teachers’ Approaches in Centering Asian American Studies in Urban Dual Language Programs
Content-area teacher candidates’ identity work in an online teacher education course
Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate Tesol Course
This article draws upon a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to analyze audio recordings of a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a professor and his students might leverage and enact their own linguistic repertoires to enhance their …
Chinese-English dual language bilingual education in the United States美国中英双语沉浸式教学
This special issue examines dual-language bilingual education (DLBE) programmes in North America that provide emergent bilinguals with instruction in two-way and one-way bilingual programmes. We use the term Dual-Language Bilingual Education to emphasise the end-goal of bilingualism and reclaim the critical and social justice orientation of bilingual education. Currently, scholarship surrounding DLBE programmes in North America focus primarily on…
Translanguaging in culturally sustaining systemic functional linguistics: Developing a heteroglossic space with multilingual learners
In today’s globalized multilingual classrooms, deficit ideologies tend to disregard the cultural capital and mobile semiotic resources that immigrant and culturally diverse students bring with them ( Blommaert 2010 ). There is a growing need to focus on culturally sustaining pedagogies that reframe how we think about teaching multilingual learners ( Paris and Alim 2017 ). By bringing two perspectives – Halliday’s systemic functional linguistics (…
Autobiography writing instruction: The journey of a teacher participating in a systemic functional linguistics genre pedagogy professional development
(Re)imagining the Future of Translanguaging Pedagogies in Tesol Through Teacher–Researcher Collaboration
Culturally sustaining approaches to academic languaging through systemic functional linguistics
Historically, academic language (AL) has been a highly contentious and debated construct, criticized because of its framing as a set of objective linguistic forms requisite in academic settings, as being more specialized and complex than non-academic registers, and prioritizing White linguistic practices. Educators in support of AL instruction view it as an inherent part of each academic discipline and, therefore, as a tool for equity and access …
Translanguaging design in a third grade Chinese Language Arts class
Traditionally strict language separation policies in dual language bilingual education (DLBE) programs reflect parallel monolingualism and have been criticized as failing to recognize the sociolinguistic realities of bilingual students (García, Ofelia & Angel M. Y. Lin. 2017. Translanguaging in bilingual education. In Ofelia García, Angel M. Y. Lin & Stephen May (eds.), Bilingual and multilingual education , 117–130. Cham: Springer International …
Preparing Pre-Service Content Area Teachers Through Translanguaging
In response to the multilingual and multicultural realities in U.S. classrooms, it is important to prepare all teachers who understand translanguaging and are capable of implementing it across contexts. This exploratory qualitative study investigates how five pre-service content area teachers grappled with translanguaging in a graduate-level teacher education course which was designed from a translanguaging perspective. Data sources include teach…
Paradigmatic Tensions in Translanguaging Theory and Practice in Teacher Education: Introduction to the Special Issue
Engaging Opportunities: A Small Moments Reflexive Inquiry of Translanguaging in a Graduate Tesol Course
This article draws upon a small moments writing strategy to support language teacher educator learning as a form of reflective practice. Three language teacher educators formed a community of practice to analyze audio recordings of a graduate level TESOL course focused on dynamic bilingualism and translanguaging to identify opportunities where a professor and his students might leverage and enact their own linguistic repertoires to enhance their …
Challenging the ‘Dual’: Designing translanguaging spaces in a Mandarin-English dual language bilingual education program
In response to a growing call for developing flexible, multilingual spaces in dual language bilingual education (DLBE) programs, this paper explored how [Sánchez, M. T., O. García, and C. Solorza. 2018. “Reframing Language Allocation Policy in Dual Language Bilingual Education.” Bilingual Research Journal 41 (1): 37–51.] translanguaging allocation policy could be strategically and purposefully implemented in a Grade 3 Mandarin classroom in a U.S.…
Chinese-English dual language bilingual education in the United States美国中英双语沉浸式教学
This special issue examines dual-language bilingual education (DLBE) programmes in North America that provide emergent bilinguals with instruction in two-way and one-way bilingual programmes. We use the term Dual-Language Bilingual Education to emphasise the end-goal of bilingualism and reclaim the critical and social justice orientation of bilingual education. Currently, scholarship surrounding DLBE programmes in North America focus primarily on…
Critical language awareness in L2 writing: Starting por la autorreflexión, 自我反省
Monolingual content-area teacher candidates’ identity work in an online teacher education course
Centering southern perspectives in translanguaging research
The last decade has witnessed the momentum of “trans-” turn in applied linguistics and language education. Within these conversations, the term translanguaging—as practice, theory, and pedagogy—articulates a paradigmatic shift in how we think about language(s) and how we can serve multilingual learners in ways that are more humanizing and justice-oriented. While there has been an exponential growth in translanguaging research, the majority of the…
Pedagogical translanguaging: Theoretical, methodological and empirical perspectives (Vol. 132)
Translanguaging: A pedagogy of heteroglossic hope
Translanguaging research has documented language practices within the multilingual, multimodal turn and the post-multilingualism era. Space still remains for inquiry into translanguaging practices that respect and align with students’ multilingual affordances across languages. How might these practices counteract monoglossic pressures in classrooms and their appearance in/through teacher-student dynamics? Growing attention given to bi/multilingua…
Translanguaging pedagogies in a Mandarin-English dual language bilingual education classroom: Contextualised learning from teacher-researcher collaboration
Teacher-researcher collaborative inquiry helps illuminate contextual demands and affordances of teaching and learning and how they shape and inform theory and practice. Elaborating on a university-school study in a Mandarin-English dual language bilingual education (DLBE) programme in the U.S., we examine how the researcher worked alongside a Grade 3 Mandarin teacher in implementing translanguaging approaches across different content areas. We fo…
Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course: Opportunities and Challenges
In this classroom-based qualitative study, we examine how a small group of content area teacher candidates developed emerging critical language awareness (CLA) during one graduate-level translanguaging-infused teacher education course on multilingual theories and practices. The findings point out the potential of translanguaging in prompting spontaneous reflections on pre-service teachers' personal experiences with language and languaging, paving…
Co-learning, co-planning, and co-shifting to build critical (trans)language(ing) awareness: Case studies from the field
Principal agency 50 years after the Lau decision: Building and sustaining bilingual education programs for Asian languages
This study examined how three champion principals of Asian language dual language bilingual education (DLBE) programs—Cantonese, Korean, and Mandarin—in California have navigated the oscillating language-in-education policies after the Lau decision. We explored principals' various roles through a lens of agency in a social justice leadership framework, specifically considering the opportunities and challenges for agentive leadership from three di…
Content-area teacher candidates’ identity work in an online teacher education course
Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework
Translanguaging remains a timely and important topic in bi/multilingual education. The most recent turn in translanguaging scholarship involves attention to translanguaging in context in response to critiques of translanguaging as a universally empowering educational practice. In this paper, seven early career translanguaging scholars propose a framework for researching translanguaging “in context,” drawing on the Douglas Fir Group's (2016) trans…
Translanguaging for Equity and Justice in Assessment: A Systematic Review
This systematic review examines how translanguaging has been integrated into educational assessment, a domain historically dominated by monolingual norms. Drawing on 33 empirical studies published between 2012 and 2023, we employed an inductive–deductive coding approach to analyze how translanguaging is enacted across assessment types and its implications for teaching, learning, and equity. The literature was concentrated in North America. Findin…
Toward critically and humanely grounded futures for L2 writing in the GenAI era: Sparking dialogue and critical experimentation
Toward equitable classrooms: Translanguaging for adolescent emergent multilinguals
Conceptualizing the transformativeness of translanguaging: A spectrum perspective
Translanguaging theory posits that bi/multilingual students have unitary, dynamic repertoires of communicative features and seeks to subvert monolingual norms and language standardization that perpetuate the marginalization of bi/multilingual learners. Yet, some argue that translanguaging research in education fails to live up to its transformative claims. Motivated by these ongoing debates, we conducted a systematic literature review of translan…
Multilingual Education and Policy (30 works) · Second Language Learning and Teaching (27 works) · Sociology (25 works) · Pedagogy (23 works) · EFL/ESL Teaching and Learning (20 works) · Psychology (20 works) · Linguistics (19 works) · Translanguaging (18 works) · Mathematics education (13 works) · Multilingualism (13 works)