Gengqi Xiao
Biographic Data
| ID | 4609747 |
|---|---|
| NAME | Gengqi Xiao |
| GIVEN NAMES | Gengqi |
| FAMILY NAME | Xiao |
| SIGNATURE | XIAO G |
| AFFILIATIONS | University of Wisconsin System |
| ORCID | 0000-0001-9974-383X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Toward a theory of (trans)bordering in language education
In this conceptual essay, I reflect on the development of translanguaging research over the past decades, highlighting its theoretical advancement and pedagogical shortcomings. While translanguaging encourages us to (re)think how humans construct meanings through a holistic repertoire – deconstructing the discrete language systems linguists construct in service of the European modern nation-state project – it does not imply that boundaries betwee…
Familial ethnocultural and national socialization messages among Chinese international students
Beyond the racialized/white binary: Raciolinguistic subjectivities and self-othering among international students in the United States
Constant scrutiny, vigilance, and self-talk: The burdens of linguistic racism for international students at a predominantly white institution
This article examines how linguistic racism shapes the emotional and institutional experiences of international students at a predominantly white university in the United States. Drawing on semi-structured interviews with 24 students from Asia, Latin America, and Europe, the study reveals how accent policing, patronizing speech, and exclusionary listening practices reinforce whiteness as the unmarked norm of linguistic legitimacy. These encounter…
Politicized identity and language practices: Understanding Chinese international students’ language ideologies amid U.S.-China geopolitical tensions
This study adopts a raciolinguistic perspective to examine how U.S.-China geopolitical tensions shape Chinese international students’ (CISs) understanding of language and identities. While prior research has documented the broader experiences of CISs in the context of racism, marginalization, and academic adaptation, far less attention has been paid to how shifting geopolitical tensions influence their raciolinguistic experiences. Drawing on a la…
Translanguaging silence and humor: Registering, resisting, and reconstructing identities in an English‐medium classroom in the United States
This article adopts a translanguaging and flows perspective to explore how a graduate course instructor constructs a “quiet student” identity through a historical speech event to explain academic concepts in an English‐medium‐instruction (EMI) classroom in the United States. Recent studies on translanguaging pedagogies in EMI classrooms have highlighted how multilingual, multimodal, and multisemiotic resources are employed through translanguaging…
Globalizing “Race” in International Student Research
As international student mobility increases, research on students’ experiences with race and racism has expanded. However, much of current scholarship relies heavily on U.S.-based racial theories, often neglecting how race operates fluidly across global contexts. This conceptual article revisits the concept of “race” by extending critical race theory and raciolinguistics beyond U.S. and Western borders to examine racism and racialization as globa…
Transnationalizing Raciolinguistics: An Intersectional Analysis for Understanding Chinese International Students’ Language Ideologies Across Contexts
This study adopts a transnational raciolinguistic perspective to examine how Chinese international students (CISs) navigate language, race, and identity across borders and contexts. Based on semistructured interviews with 14 CISs, the study highlights that pre‐migration socialization in China influences how CISs perceive and interpret their racialized linguistic experiences abroad. Specifically, before arriving in the United States, CISs internal…
Rethinking translanguaging: (Trans)bordering, spatiality, and academic discourse socialization in a graduate Tesol classroom
This study examines how an applied linguistics graduate course instructor socializes students into academic concepts and norms in a graduate TESOL class in the U.S. through (trans)bordering, a semiotic process in which individuals create, negotiate, and contest boundaries that define acceptable academic practices, identities, and modes of communication. While translanguaging as a political act seeks to deconstruct linguistic borders, this article…
No prominent works on this page.
Rethinking translanguaging: (Trans)bordering, spatiality, and academic discourse socialization in a graduate Tesol classroom
This study examines how an applied linguistics graduate course instructor socializes students into academic concepts and norms in a graduate TESOL class in the U.S. through (trans)bordering, a semiotic process in which individuals create, negotiate, and contest boundaries that define acceptable academic practices, identities, and modes of communication. While translanguaging as a political act seeks to deconstruct linguistic borders, this article…
Toward a theory of (trans)bordering in language education
In this conceptual essay, I reflect on the development of translanguaging research over the past decades, highlighting its theoretical advancement and pedagogical shortcomings. While translanguaging encourages us to (re)think how humans construct meanings through a holistic repertoire – deconstructing the discrete language systems linguists construct in service of the European modern nation-state project – it does not imply that boundaries betwee…
Familial ethnocultural and national socialization messages among Chinese international students
Beyond the racialized/white binary: Raciolinguistic subjectivities and self-othering among international students in the United States
Constant scrutiny, vigilance, and self-talk: The burdens of linguistic racism for international students at a predominantly white institution
This article examines how linguistic racism shapes the emotional and institutional experiences of international students at a predominantly white university in the United States. Drawing on semi-structured interviews with 24 students from Asia, Latin America, and Europe, the study reveals how accent policing, patronizing speech, and exclusionary listening practices reinforce whiteness as the unmarked norm of linguistic legitimacy. These encounter…
Politicized identity and language practices: Understanding Chinese international students’ language ideologies amid U.S.-China geopolitical tensions
This study adopts a raciolinguistic perspective to examine how U.S.-China geopolitical tensions shape Chinese international students’ (CISs) understanding of language and identities. While prior research has documented the broader experiences of CISs in the context of racism, marginalization, and academic adaptation, far less attention has been paid to how shifting geopolitical tensions influence their raciolinguistic experiences. Drawing on a la…
Translanguaging silence and humor: Registering, resisting, and reconstructing identities in an English‐medium classroom in the United States
This article adopts a translanguaging and flows perspective to explore how a graduate course instructor constructs a “quiet student” identity through a historical speech event to explain academic concepts in an English‐medium‐instruction (EMI) classroom in the United States. Recent studies on translanguaging pedagogies in EMI classrooms have highlighted how multilingual, multimodal, and multisemiotic resources are employed through translanguaging…
Globalizing “Race” in International Student Research
As international student mobility increases, research on students’ experiences with race and racism has expanded. However, much of current scholarship relies heavily on U.S.-based racial theories, often neglecting how race operates fluidly across global contexts. This conceptual article revisits the concept of “race” by extending critical race theory and raciolinguistics beyond U.S. and Western borders to examine racism and racialization as globa…
Transnationalizing Raciolinguistics: An Intersectional Analysis for Understanding Chinese International Students’ Language Ideologies Across Contexts
This study adopts a transnational raciolinguistic perspective to examine how Chinese international students (CISs) navigate language, race, and identity across borders and contexts. Based on semistructured interviews with 14 CISs, the study highlights that pre‐migration socialization in China influences how CISs perceive and interpret their racialized linguistic experiences abroad. Specifically, before arriving in the United States, CISs internal…
Multilingual Education and Policy (7 works) · International Student and Expatriate Challenges (5 works) · Discourse analysis (4 works) · Second Language Learning and Teaching (4 works) · EFL/ESL Teaching and Learning (3 works) · Linguistic Variation and Morphology (3 works) · Racism (3 works) · Socialization (3 works) · Translanguaging (3 works) · China (2 works)