Shuling Yang
Biographic Data
| ID | 5111497 |
|---|---|
| NAME | Shuling Yang |
| GIVEN NAMES | Shuling |
| FAMILY NAME | Yang |
| SIGNATURE | YANG S |
| AFFILIATIONS | University of Maryland, College Park |
| ORCID | 0009-0002-2384-6693 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
ChatGPT as a feedback tool for read-aloud questions: Preservice teachers’ experience and perceptions
This study explored how preservice teachers evaluated peer and ChatGPT-generated feedback for Question-Answer Relationship questions written for a picture book read-aloud. Grounded in Vygotskian theory and reciprocal teaching, the learning event was scaffolded so PSTs wrote questions, engaged in dialogic feedback with a peer, and were then guided to prompt ChatGPT for feedback for their questions. Results indicated that while PSTs valued social i…
“You’re the Connection”: Surfacing Marginalized Histories and Constructing Belonging in Maizy Chen’s Last Chance
This study applies Asian Critical Theory to conduct a content analysis of the middle-grade novel Maizy Chen’s Last Chance . Guided by three key tenets, Asianization, transnational contexts, and (re)constructive history, we examine how the novel disrupts racialized stereotypes, challenges the perpetual foreigner narrative, and recovers marginalized episodes of Chinese American history. Findings center on three thematic insights. First, the novel’s…
A Teen's Journey With ChatGPT: Agency, Identity, and Ethics in in‐ and out‐of‐school literacy activities
This piece presents a high schooler's first‐person accounts of using generative AI tools across diverse literacy activities in and outside school. Through her own words, she describes her first encounter with ChatGPT in 8th grade, a US history project that required AI feedback mandated by the school, and informal uses such as adapting a cookie recipe and crafting social media posts. These narratives trace her growing understanding of GenAI, impro…
Unsettled belonging: A critical autoethnography by immigrant motherscholars on 1.5 generation Asian Americans
Two Asian American/immigrant motherscholars conducted a collaborative critical autoethnography to reflect on the lived experiences of their 1.5-generation sons, born in Asia and raised in the United States, from early childhood through adulthood. Their narratives uncover the complexities of cultural negotiation and identity formation faced by this often-overlooked group. Guided by the tenets of Asian Critical Theory, particularly Asianization, tr…
Cultivating preservice teachers’ critical love via exploration of names
Names are deeply intertwined with identity, carrying cultural, linguistic, and familial significance. Grounded in Sealey-Ruiz’s concept of critical love, this study explores a naming project designed for predominantly white preservice teachers at a rural U.S. institution in the Appalachian Highlands. Drawing on Hammond’s culture tree framework and Bishop’s metaphor of books as mirrors, windows, and sliding glass doors, the project moved beyond su…
Navigating GenAI: A participatory narrative inquiry into a teenager's experiences with ChatGPT in informal learning environments
While the use of generative AI among teenagers is widespread, their authentic, lived experiences with these tools often remain underexplored. This study employs a participatory narrative inquiry to examine one high schooler’s unstructured interactions with ChatGPT in an informal learning setting. Coauthored by the researcher and her 10th-grade daughter, this inquiry captures the student's journey through first-person narratives, describing her in…
English Language Arts curriculum design and use: Pre-service teachers’ perspectives and interpretations
This study examines how preservice teachers (PSTs) at a predominantly white, rural institution in the southeastern United States interpret and plan to implement an adopted elementary English Language Arts (ELA) curriculum. Grounded in culturally sustaining pedagogy and inquiry as a stance, the research analyzes PSTs’ survey responses to a curriculum analysis assignment. Findings indicate that while PSTs generally viewed the curriculum as a useful…
On bicultural identities construction: Daughter and mother’s counterstories in an Asian American immigrant family
我抓在手里捏成棉花糖,什么烦恼不能忘: Learning Mandopop lyrics to promote bilingualism and biliteracy development
Guided by heritage language and translanguaging theory, this ethnographic case study explores how a young second-generation Chinese American student used Mandopop lyrics to enhance her heritage language learning at home. Over six months, the mother, also the researcher collected 61 audio recordings of the student’s readings and singing of Mandopop, as well as translingual conversations between them. Supplemented with the researcher’s field notes,…
Her Chinese name means beautiful: Culture, care and naming practices
Purpose Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic, cultural and pragmatic considerations for teachers of literacy. Design/methodology/approach The authors interviewed Chinese parents who are now living with their school-aged children in the USA on the naming choices of their students. By using content analysis, this s…
Understanding Culturally Sustaining Practices Through the Lens of Chinese Immigrant Families in the United States
Discourse during the COVID-19 pandemic re-exposed racist tropes about Asian Americans, with verbal and physical attacks on people of AAPI heritage. There is much to learn about the people and cultures within the AAPI designation, yet only recently has research acknowledged this. Schools can be fertile spaces for improving knowledge and dispelling myths. First, a nuanced analysis of school experiences of AAPI families is needed. Using culturally s…
Intercultural Communication Competence and Intercultural Communication Method German Teaching
In the field of foreign language learning, cross-cultural teaching is getting more and more attention. Improving cross-cultural teaching in German learning has become a hot issue in my country's education reform. Based on literature review and research on intercultural teaching by domestic and foreign scholars, this research aims to explore the correlation between intercultural teaching and communicative competence. The main purpose of this paper…
Biography Writing Encourages Bilingual Adolescent’s Heritage Language Learning And Passing Down Of Family Stories
It was a windy spring afternoon. My son, Michael, came back home sharing that he was given a writing project by his 7th-grade ELA teacher. He was asked to condut an interview with an adult adn then write a biograph yfor the intervivewee. "How about your grandma?" I suggested. He hesitated [...]
Translanguaging for biliteracy: Book reading practices in a Chinese bilingual family
This is a qualitative case study that explores conversational interactions during book-reading practices in a Mandarin-speaking Chinese American family between the mother and her two young children. The study employs a sociocultural lens and the concept of translanguaging to describe the characteristics of interactional practices during book readings in a bilingual family with young children. Through discourse analysis of the book reading interac…
The first discovery of Neolithic rice remains in eastern Taiwan: Phytolith evidence from the Chaolaiqiao site
The first discovery of Neolithic rice remains in eastern Taiwan: Phytolith evidence from the Chaolaiqiao site
Translanguaging for biliteracy: Book reading practices in a Chinese bilingual family
This is a qualitative case study that explores conversational interactions during book-reading practices in a Mandarin-speaking Chinese American family between the mother and her two young children. The study employs a sociocultural lens and the concept of translanguaging to describe the characteristics of interactional practices during book readings in a bilingual family with young children. Through discourse analysis of the book reading interac…
On bicultural identities construction: Daughter and mother’s counterstories in an Asian American immigrant family
我抓在手里捏成棉花糖,什么烦恼不能忘: Learning Mandopop lyrics to promote bilingualism and biliteracy development
Guided by heritage language and translanguaging theory, this ethnographic case study explores how a young second-generation Chinese American student used Mandopop lyrics to enhance her heritage language learning at home. Over six months, the mother, also the researcher collected 61 audio recordings of the student’s readings and singing of Mandopop, as well as translingual conversations between them. Supplemented with the researcher’s field notes,…
Understanding Culturally Sustaining Practices Through the Lens of Chinese Immigrant Families in the United States
Discourse during the COVID-19 pandemic re-exposed racist tropes about Asian Americans, with verbal and physical attacks on people of AAPI heritage. There is much to learn about the people and cultures within the AAPI designation, yet only recently has research acknowledged this. Schools can be fertile spaces for improving knowledge and dispelling myths. First, a nuanced analysis of school experiences of AAPI families is needed. Using culturally s…
The first discovery of Neolithic rice remains in eastern Taiwan: Phytolith evidence from the Chaolaiqiao site
Translanguaging for biliteracy: Book reading practices in a Chinese bilingual family
This is a qualitative case study that explores conversational interactions during book-reading practices in a Mandarin-speaking Chinese American family between the mother and her two young children. The study employs a sociocultural lens and the concept of translanguaging to describe the characteristics of interactional practices during book readings in a bilingual family with young children. Through discourse analysis of the book reading interac…
Intercultural Communication Competence and Intercultural Communication Method German Teaching
In the field of foreign language learning, cross-cultural teaching is getting more and more attention. Improving cross-cultural teaching in German learning has become a hot issue in my country's education reform. Based on literature review and research on intercultural teaching by domestic and foreign scholars, this research aims to explore the correlation between intercultural teaching and communicative competence. The main purpose of this paper…
Biography Writing Encourages Bilingual Adolescent’s Heritage Language Learning And Passing Down Of Family Stories
It was a windy spring afternoon. My son, Michael, came back home sharing that he was given a writing project by his 7th-grade ELA teacher. He was asked to condut an interview with an adult adn then write a biograph yfor the intervivewee. "How about your grandma?" I suggested. He hesitated [...]
Her Chinese name means beautiful: Culture, care and naming practices
Purpose Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic, cultural and pragmatic considerations for teachers of literacy. Design/methodology/approach The authors interviewed Chinese parents who are now living with their school-aged children in the USA on the naming choices of their students. By using content analysis, this s…
Understanding Culturally Sustaining Practices Through the Lens of Chinese Immigrant Families in the United States
Discourse during the COVID-19 pandemic re-exposed racist tropes about Asian Americans, with verbal and physical attacks on people of AAPI heritage. There is much to learn about the people and cultures within the AAPI designation, yet only recently has research acknowledged this. Schools can be fertile spaces for improving knowledge and dispelling myths. First, a nuanced analysis of school experiences of AAPI families is needed. Using culturally s…
On bicultural identities construction: Daughter and mother’s counterstories in an Asian American immigrant family
我抓在手里捏成棉花糖,什么烦恼不能忘: Learning Mandopop lyrics to promote bilingualism and biliteracy development
Guided by heritage language and translanguaging theory, this ethnographic case study explores how a young second-generation Chinese American student used Mandopop lyrics to enhance her heritage language learning at home. Over six months, the mother, also the researcher collected 61 audio recordings of the student’s readings and singing of Mandopop, as well as translingual conversations between them. Supplemented with the researcher’s field notes,…
Cultivating preservice teachers’ critical love via exploration of names
Names are deeply intertwined with identity, carrying cultural, linguistic, and familial significance. Grounded in Sealey-Ruiz’s concept of critical love, this study explores a naming project designed for predominantly white preservice teachers at a rural U.S. institution in the Appalachian Highlands. Drawing on Hammond’s culture tree framework and Bishop’s metaphor of books as mirrors, windows, and sliding glass doors, the project moved beyond su…
Navigating GenAI: A participatory narrative inquiry into a teenager's experiences with ChatGPT in informal learning environments
While the use of generative AI among teenagers is widespread, their authentic, lived experiences with these tools often remain underexplored. This study employs a participatory narrative inquiry to examine one high schooler’s unstructured interactions with ChatGPT in an informal learning setting. Coauthored by the researcher and her 10th-grade daughter, this inquiry captures the student's journey through first-person narratives, describing her in…
English Language Arts curriculum design and use: Pre-service teachers’ perspectives and interpretations
This study examines how preservice teachers (PSTs) at a predominantly white, rural institution in the southeastern United States interpret and plan to implement an adopted elementary English Language Arts (ELA) curriculum. Grounded in culturally sustaining pedagogy and inquiry as a stance, the research analyzes PSTs’ survey responses to a curriculum analysis assignment. Findings indicate that while PSTs generally viewed the curriculum as a useful…
ChatGPT as a feedback tool for read-aloud questions: Preservice teachers’ experience and perceptions
This study explored how preservice teachers evaluated peer and ChatGPT-generated feedback for Question-Answer Relationship questions written for a picture book read-aloud. Grounded in Vygotskian theory and reciprocal teaching, the learning event was scaffolded so PSTs wrote questions, engaged in dialogic feedback with a peer, and were then guided to prompt ChatGPT for feedback for their questions. Results indicated that while PSTs valued social i…
“You’re the Connection”: Surfacing Marginalized Histories and Constructing Belonging in Maizy Chen’s Last Chance
This study applies Asian Critical Theory to conduct a content analysis of the middle-grade novel Maizy Chen’s Last Chance . Guided by three key tenets, Asianization, transnational contexts, and (re)constructive history, we examine how the novel disrupts racialized stereotypes, challenges the perpetual foreigner narrative, and recovers marginalized episodes of Chinese American history. Findings center on three thematic insights. First, the novel’s…
A Teen's Journey With ChatGPT: Agency, Identity, and Ethics in in‐ and out‐of‐school literacy activities
This piece presents a high schooler's first‐person accounts of using generative AI tools across diverse literacy activities in and outside school. Through her own words, she describes her first encounter with ChatGPT in 8th grade, a US history project that required AI feedback mandated by the school, and informal uses such as adapting a cookie recipe and crafting social media posts. These narratives trace her growing understanding of GenAI, impro…
Unsettled belonging: A critical autoethnography by immigrant motherscholars on 1.5 generation Asian Americans
Two Asian American/immigrant motherscholars conducted a collaborative critical autoethnography to reflect on the lived experiences of their 1.5-generation sons, born in Asia and raised in the United States, from early childhood through adulthood. Their narratives uncover the complexities of cultural negotiation and identity formation faced by this often-overlooked group. Guided by the tenets of Asian Critical Theory, particularly Asianization, tr…
Psychology (7 works) · Sociology (7 works) · Multilingual Education and Policy (6 works) · Pedagogy (6 works) · Literacy (5 works) · Linguistics (4 works) · Artificial Intelligence in Healthcare and Education (3 works) · Critical Race Theory in Education (3 works) · Educator Training and Historical Pedagogy (3 works) · Ethnic group (3 works)