Qianqian Zhang‐Wu
Biographic Data
| ID | 5999556 |
|---|---|
| NAME | Qianqian Zhang‐Wu |
| GIVEN NAMES | Qianqian |
| FAMILY NAME | Zhang‐Wu |
| SIGNATURE | WU Q Z |
| AFFILIATIONS | Northeastern University |
| ORCID | 0000-0002-4393-0940 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 14 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Beyond pajamas
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…
Bargaining identity
Anti-racist translingualism
In this exploratory study, we adopt corpus linguistic methods to quantify, contextualize and investigate race in translingual scholarship in US writing and rhetoric studies over the past decade. Results indicate that while race is mentioned minimally in the corpus, in instances where it is mentioned many scholars pay attention to intersectionality, language, colonial history, and power relations. Additionally, while there is a large representatio…
Monolingual disobedience, multilingual guilt
In this study I indicate that lengthened family interaction time during pandemic lockdowns can afford children significantly more exposure and opportunities to enhance their heritage language, but that this does not diminish the constant dilemma between striving to balance English acquisition and heritage language maintenance. Using autoethnography, and as a first-generation immigrant mother of a preschool-age Chinese American child, I will demon…
CLA and translingualism
Rethinking Translingualism in College Composition Classrooms
It is important to understand multilingual students’ lived experiences and sense-making in their everyday written communication before rethinking the implementation of translingual writing in college composition classrooms. Unpacking multilinguals’ written communication across social and academic contexts, this exploratory qualitative study integrates digital ethnographic and interview methods to examine the first-semester communication experienc…
Supporting Superdiverse Multilingual International Students
In this study, I draw upon ethnographic methods to explore three multilingual international students’ first-semester linguistic functioning in their college writing classrooms and beyond. Through the lens of superdiversity (), I investigate participants’ experiences beyond their shared membership as Chinese international students and unpack within-group variabilities in relation to their language and literacy backgrounds. The findings indicate th…
Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course
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…
Introduction to the Special Issue
Asian students in American higher education
This study focused on the experiences of three Asian undergraduate students at a private urban institution in the United States. The findings indicate that the participants' racial, cultural and linguistic identities are dynamic and complex, echoing features indicated by the concept of superdiversity. Yet, under the influences of the rising nationalism and the strong grip of monolingualism, participants have been constantly under the pressure fro…
An Overview of Myths and Realities
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…
Languaging Myths and Realities
I must have taken a fake Toefl!”
Although being able to meet the TOEFL requirement for college admission, Chinese international students often encounter linguistic challenges during their initial college experiences. Understanding such challenges set the foundation for implementing Linguistically Responsive Instruction (LRI) in higher education. Although well studied in K‐12 settings, LRI remains under‐researched in higher education. Furthermore, often designed based upon teache…
Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course
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…
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…
Asian students in American higher education
This study focused on the experiences of three Asian undergraduate students at a private urban institution in the United States. The findings indicate that the participants' racial, cultural and linguistic identities are dynamic and complex, echoing features indicated by the concept of superdiversity. Yet, under the influences of the rising nationalism and the strong grip of monolingualism, participants have been constantly under the pressure fro…
I must have taken a fake Toefl!”
Although being able to meet the TOEFL requirement for college admission, Chinese international students often encounter linguistic challenges during their initial college experiences. Understanding such challenges set the foundation for implementing Linguistically Responsive Instruction (LRI) in higher education. Although well studied in K‐12 settings, LRI remains under‐researched in higher education. Furthermore, often designed based upon teache…
Monolingual disobedience, multilingual guilt
In this study I indicate that lengthened family interaction time during pandemic lockdowns can afford children significantly more exposure and opportunities to enhance their heritage language, but that this does not diminish the constant dilemma between striving to balance English acquisition and heritage language maintenance. Using autoethnography, and as a first-generation immigrant mother of a preschool-age Chinese American child, I will demon…
Languaging Myths and Realities
I must have taken a fake Toefl!”
Although being able to meet the TOEFL requirement for college admission, Chinese international students often encounter linguistic challenges during their initial college experiences. Understanding such challenges set the foundation for implementing Linguistically Responsive Instruction (LRI) in higher education. Although well studied in K‐12 settings, LRI remains under‐researched in higher education. Furthermore, often designed based upon teache…
An Overview of Myths and Realities
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…
CLA and translingualism
Rethinking Translingualism in College Composition Classrooms
It is important to understand multilingual students’ lived experiences and sense-making in their everyday written communication before rethinking the implementation of translingual writing in college composition classrooms. Unpacking multilinguals’ written communication across social and academic contexts, this exploratory qualitative study integrates digital ethnographic and interview methods to examine the first-semester communication experienc…
Supporting Superdiverse Multilingual International Students
In this study, I draw upon ethnographic methods to explore three multilingual international students’ first-semester linguistic functioning in their college writing classrooms and beyond. Through the lens of superdiversity (), I investigate participants’ experiences beyond their shared membership as Chinese international students and unpack within-group variabilities in relation to their language and literacy backgrounds. The findings indicate th…
Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course
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…
Introduction to the Special Issue
Asian students in American higher education
This study focused on the experiences of three Asian undergraduate students at a private urban institution in the United States. The findings indicate that the participants' racial, cultural and linguistic identities are dynamic and complex, echoing features indicated by the concept of superdiversity. Yet, under the influences of the rising nationalism and the strong grip of monolingualism, participants have been constantly under the pressure fro…
Bargaining identity
Anti-racist translingualism
In this exploratory study, we adopt corpus linguistic methods to quantify, contextualize and investigate race in translingual scholarship in US writing and rhetoric studies over the past decade. Results indicate that while race is mentioned minimally in the corpus, in instances where it is mentioned many scholars pay attention to intersectionality, language, colonial history, and power relations. Additionally, while there is a large representatio…
Monolingual disobedience, multilingual guilt
In this study I indicate that lengthened family interaction time during pandemic lockdowns can afford children significantly more exposure and opportunities to enhance their heritage language, but that this does not diminish the constant dilemma between striving to balance English acquisition and heritage language maintenance. Using autoethnography, and as a first-generation immigrant mother of a preschool-age Chinese American child, I will demon…
Beyond pajamas
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…
Multilingual Education and Policy (11 works) · Sociology (11 works) · Second Language Learning and Teaching (9 works) · EFL/ESL Teaching and Learning (8 works) · Pedagogy (8 works) · Linguistics (6 works) · Multilingualism (5 works) · Political science (5 works) · Psychology (5 works) · Computer Science (3 works)