Theodore Quan
Biographic Data
| ID | 942166 |
|---|---|
| NAME | Theodore Quan |
| GIVEN NAMES | Theodore |
| FAMILY NAME | Quan |
| SIGNATURE | QUAN T |
| AFFILIATIONS | University of Colorado Boulder |
| ORCID | 0000-0002-9814-3223 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 37 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
‘I’m a Latina with an Asian body’: Authenticating ethnolinguistic identities amid raciolinguistic and monolingual ideologies
This qualitative study, grounded in LangCrit, language ideologies, and third space theory, analyzes autobiographical interviews with eighteen Spanish-speaking, US-based Latin Asians—individuals of Latin American and Asian heritage. Participants describe how the co-naturalization of mestizaje, Spanish, and latinidad often excludes them from being recognized as Latine or Latin American, or as native or heritage Spanish speakers, because of their ra…
The ideological positioning of heritage language learners: A critical discourse analysis of world language teacher preparation textbooks
In recent years, critical applied linguists have increasingly prioritized uncovering and reckoning with language ideologies in language teaching and learning. Additionally, US‐based studies have documented various language ideologies in heritage and nonheritage language textbooks and departments. However, little work exists on the ideological foundations of instructional materials for training language instructors. Previous research shows that in…
Healthcare Disparities in Spine Oncology: A Systematic Review
Developing translingual competence and awareness in a study abroad Spanish language classroom
Recent research highlights how agentive capacities for complex meaning-making can be developed among language learners during study abroad (SA) (e.g. Diao and Trentman 2021. Language Learning in Study Abroad: The Multilingual Turn. Multilingual Matters). In this regard, we focus on students' translingual development, or their emerging capacity to communicate across sociopolitically-constructed linguistic and cultural borders (Canagarajah 2013b), …
Testing Cumulative Lexicalized Effects in Study Abroad: Variable Subject Pronoun Expression in Spanish as an Additional Language
We examine variable first-person singular subject pronoun expression in Spanish learner data to investigate the effects of study abroad in Mexico and Spain on the acquisition of sociolinguistic variation. In addition to exploring pre- and post-study abroad effects, this work considers whether such impacts wane over time after the study abroad experience. We include in the analyses novel usage-based factors estimating lexically specific usage patt…
Fitting in with Porteños: Case Studies of Dialectal Feature Production, Investment, and Identity During Study Abroad
In recent years, several studies across a variety of target languages (e.g., Chinese, French, and Spanish) have demonstrated that students who study abroad acquire target-like patterns of variation. In Spanish-speaking contexts, recent research has moved beyond investigating the acquisition of features specific to Spain to examine that of features used in immersion contexts such as Mexico, the Dominican Republic, Ecuador, Peru, and Argentina. Nev…
Heritage Language Teaching: Critical Language Awareness Perspectives for Research and Pedagogy, edited by Sergio Loza and Sara M. Beaudrie
Sex Addiction
In 1990 I encountered sex addiction, a niche neurosis for a handful of ambivalent call girls. One who sought to convert me to her belief system (“recovery”) was also attending twelve-step meetings for an eating disorder.Another saw the light after working a prolonged shift: when she tried to stay on call without a break, the escort agency questioned her mental fitness. The query may have been justified, since her mother, a successful shrink, paid…
Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese‐American Student in Guatemala
How multilinguals reflect on and interpret their experiences abroad as they acquire an additional language has been undertheorized in study abroad research. Multilinguals navigate multiple identities, cross linguistic and social boundaries, and employ an array of resources to make meaning—that is, they engage in translingual practice. This article presents the case of Terry—a Vietnamese‐American learner of Spanish—during a 13‐week stay in Guatema…
Critical Approaches to Spanish Language Teacher Education: Challenging Raciolinguistic Ideologies and Fostering Critical Language Awareness
Drawing on raciolinguistics and critical pedagogies, this article discusses critical approaches to Spanish language teacher education. Previous research highlights how racialized, monolingual, and native speaker language ideologies underlie Spanish language instruction and subsequently influence teachers’ impressions of themselves and of their students. As such, this paper presents a model of a critically oriented methods course that includes con…
Critical language awareness and L2 learners of Spanish: An action‐research study
This action‐research study describes a course that emphasized critical language awareness (CLA)—an understanding of how language intersects with identity and power—for additional language (L2) learners of Spanish. As L2 learners have been shown to reproduce racist and monolingual discourses, educating them to recognize and question language ideologies are crucial. First, this paper explores the current state of Spanish language curricula in the U…
Empowerment and transformation: Integrating teacher identity, activism, and criticality across three teacher education programs
Teachers in the United States receive conflicting messages about who they can and should be in and outside of the classroom. Recently, Time Magazine portrayed teachers as gloomy and underpaid educa
Parents learning language together: The case of a bilingual parent group
Diálogos is an English/Spanish parent group at a bilingual school in California that offers language classes to parents of varying socioeconomic and cultural backgrounds. Situated within Yosso’s (2005) model of community cultural wealth, this case study argues that parents positively evaluate Diálogos as a space that builds community through language learning, promotes bilingualism, and leverages Latino immigrant parents’ existing linguistic and …
Critical language awareness and L2 learners of Spanish: An action‐research study
This action‐research study describes a course that emphasized critical language awareness (CLA)—an understanding of how language intersects with identity and power—for additional language (L2) learners of Spanish. As L2 learners have been shown to reproduce racist and monolingual discourses, educating them to recognize and question language ideologies are crucial. First, this paper explores the current state of Spanish language curricula in the U…
Critical Approaches to Spanish Language Teacher Education: Challenging Raciolinguistic Ideologies and Fostering Critical Language Awareness
Drawing on raciolinguistics and critical pedagogies, this article discusses critical approaches to Spanish language teacher education. Previous research highlights how racialized, monolingual, and native speaker language ideologies underlie Spanish language instruction and subsequently influence teachers’ impressions of themselves and of their students. As such, this paper presents a model of a critically oriented methods course that includes con…
Empowerment and transformation: Integrating teacher identity, activism, and criticality across three teacher education programs
Teachers in the United States receive conflicting messages about who they can and should be in and outside of the classroom. Recently, Time Magazine portrayed teachers as gloomy and underpaid educa
Parents learning language together: The case of a bilingual parent group
Diálogos is an English/Spanish parent group at a bilingual school in California that offers language classes to parents of varying socioeconomic and cultural backgrounds. Situated within Yosso’s (2005) model of community cultural wealth, this case study argues that parents positively evaluate Diálogos as a space that builds community through language learning, promotes bilingualism, and leverages Latino immigrant parents’ existing linguistic and …
Developing translingual competence and awareness in a study abroad Spanish language classroom
Recent research highlights how agentive capacities for complex meaning-making can be developed among language learners during study abroad (SA) (e.g. Diao and Trentman 2021. Language Learning in Study Abroad: The Multilingual Turn. Multilingual Matters). In this regard, we focus on students' translingual development, or their emerging capacity to communicate across sociopolitically-constructed linguistic and cultural borders (Canagarajah 2013b), …
Fitting in with Porteños: Case Studies of Dialectal Feature Production, Investment, and Identity During Study Abroad
In recent years, several studies across a variety of target languages (e.g., Chinese, French, and Spanish) have demonstrated that students who study abroad acquire target-like patterns of variation. In Spanish-speaking contexts, recent research has moved beyond investigating the acquisition of features specific to Spain to examine that of features used in immersion contexts such as Mexico, the Dominican Republic, Ecuador, Peru, and Argentina. Nev…
Parents learning language together: The case of a bilingual parent group
Diálogos is an English/Spanish parent group at a bilingual school in California that offers language classes to parents of varying socioeconomic and cultural backgrounds. Situated within Yosso’s (2005) model of community cultural wealth, this case study argues that parents positively evaluate Diálogos as a space that builds community through language learning, promotes bilingualism, and leverages Latino immigrant parents’ existing linguistic and …
Empowerment and transformation: Integrating teacher identity, activism, and criticality across three teacher education programs
Teachers in the United States receive conflicting messages about who they can and should be in and outside of the classroom. Recently, Time Magazine portrayed teachers as gloomy and underpaid educa
Critical language awareness and L2 learners of Spanish: An action‐research study
This action‐research study describes a course that emphasized critical language awareness (CLA)—an understanding of how language intersects with identity and power—for additional language (L2) learners of Spanish. As L2 learners have been shown to reproduce racist and monolingual discourses, educating them to recognize and question language ideologies are crucial. First, this paper explores the current state of Spanish language curricula in the U…
Translingual and Transcultural Reflection in Study Abroad: The Case of a Vietnamese‐American Student in Guatemala
How multilinguals reflect on and interpret their experiences abroad as they acquire an additional language has been undertheorized in study abroad research. Multilinguals navigate multiple identities, cross linguistic and social boundaries, and employ an array of resources to make meaning—that is, they engage in translingual practice. This article presents the case of Terry—a Vietnamese‐American learner of Spanish—during a 13‐week stay in Guatema…
Critical Approaches to Spanish Language Teacher Education: Challenging Raciolinguistic Ideologies and Fostering Critical Language Awareness
Drawing on raciolinguistics and critical pedagogies, this article discusses critical approaches to Spanish language teacher education. Previous research highlights how racialized, monolingual, and native speaker language ideologies underlie Spanish language instruction and subsequently influence teachers’ impressions of themselves and of their students. As such, this paper presents a model of a critically oriented methods course that includes con…
Heritage Language Teaching: Critical Language Awareness Perspectives for Research and Pedagogy, edited by Sergio Loza and Sara M. Beaudrie
Sex Addiction
In 1990 I encountered sex addiction, a niche neurosis for a handful of ambivalent call girls. One who sought to convert me to her belief system (“recovery”) was also attending twelve-step meetings for an eating disorder.Another saw the light after working a prolonged shift: when she tried to stay on call without a break, the escort agency questioned her mental fitness. The query may have been justified, since her mother, a successful shrink, paid…
The ideological positioning of heritage language learners: A critical discourse analysis of world language teacher preparation textbooks
In recent years, critical applied linguists have increasingly prioritized uncovering and reckoning with language ideologies in language teaching and learning. Additionally, US‐based studies have documented various language ideologies in heritage and nonheritage language textbooks and departments. However, little work exists on the ideological foundations of instructional materials for training language instructors. Previous research shows that in…
Healthcare Disparities in Spine Oncology: A Systematic Review
Developing translingual competence and awareness in a study abroad Spanish language classroom
Recent research highlights how agentive capacities for complex meaning-making can be developed among language learners during study abroad (SA) (e.g. Diao and Trentman 2021. Language Learning in Study Abroad: The Multilingual Turn. Multilingual Matters). In this regard, we focus on students' translingual development, or their emerging capacity to communicate across sociopolitically-constructed linguistic and cultural borders (Canagarajah 2013b), …
Testing Cumulative Lexicalized Effects in Study Abroad: Variable Subject Pronoun Expression in Spanish as an Additional Language
We examine variable first-person singular subject pronoun expression in Spanish learner data to investigate the effects of study abroad in Mexico and Spain on the acquisition of sociolinguistic variation. In addition to exploring pre- and post-study abroad effects, this work considers whether such impacts wane over time after the study abroad experience. We include in the analyses novel usage-based factors estimating lexically specific usage patt…
Fitting in with Porteños: Case Studies of Dialectal Feature Production, Investment, and Identity During Study Abroad
In recent years, several studies across a variety of target languages (e.g., Chinese, French, and Spanish) have demonstrated that students who study abroad acquire target-like patterns of variation. In Spanish-speaking contexts, recent research has moved beyond investigating the acquisition of features specific to Spain to examine that of features used in immersion contexts such as Mexico, the Dominican Republic, Ecuador, Peru, and Argentina. Nev…
‘I’m a Latina with an Asian body’: Authenticating ethnolinguistic identities amid raciolinguistic and monolingual ideologies
This qualitative study, grounded in LangCrit, language ideologies, and third space theory, analyzes autobiographical interviews with eighteen Spanish-speaking, US-based Latin Asians—individuals of Latin American and Asian heritage. Participants describe how the co-naturalization of mestizaje, Spanish, and latinidad often excludes them from being recognized as Latine or Latin American, or as native or heritage Spanish speakers, because of their ra…
Linguistics (8 works) · Psychology (8 works) · Multilingual Education and Policy (7 works) · Pedagogy (7 works) · Sociology (7 works) · Political science (5 works) · Second Language Learning and Teaching (5 works) · EFL/ESL Teaching and Learning (4 works) · Art (3 works) · Heritage language (3 works)