Transnational Chinese/Canadian families; multiethnic families; multilingualism; World Englishes; ethnography; language socialization; discourse analysis; pre-K to 12 education; classroom interaction; teacher training and professional development
Research video: https://www.youtube.com/watch?v=2j_moWrO_Go
second language acquisition, digital literacies, learner investment, critical literacy, social class, globalization, neoliberalism, digital equity
L2 testing and it’s role in shaping learner beliefs, motivations, identity (re)formations, and short/long-term investments; large-scale high-stakes language test validity; L2 test washback on pedagogical practices and classroom environments; Vygotskian and other sociocultural theories of identity (re)formation.
Identity construction, poetic and narrative inquiry, critical youth and girls’ studies, feminisms, critical pedagogy, participatory research methods. Her PH.D is titled Who’s the Write Girl? and explores through poetic and narrative inquiry the complex and multiple ways young women labelled ‘at-risk’ enrolled in a creative writing program understand, respond, and speak back to the label(s) that have been attached to them. She teaches creative writing courses and lectures on narrative approaches to research, feminisms, and girls’ studies.
Inclusive early literacy; early literacy in the lives of young children labelled with significant disabilities; family literacy and early literacy in community settings, particularly public libraries; digital media in early childhood; children’s literature.
K-12 E/SL & E/FL education, language socialization, discourse analysis, bilingualism and bilingual education, sociolinguistics of globalization, language policy and practice, critical pedagogy, language and identity, Korean as a Second Language (KSL)