Qianqian Zhang-Wu

Zhang-Wu, Q. & Goodman, B. (Eds.). (forthcoming, 2025). Autoethnographic Explorations of Lived Raciolinguistic Experiences Among Multilingual Scholars: Looking Inward to Move Forward. Multilingual Matters, Bristol, UK.

Skerrett, A. & Zhang-Wu, Q. (forthcoming). Advancing Theoretical Perspectives on Transnationalism in Literacy Research: Theorizing Inside the Racial Turn and Post-Secondary Education. Research Handbook 8^th Edition: Theoretical Models and Processes of Literacy. Taylor & Francis.

Zhang-Wu, Q. (forthcoming). Cultivating Critical Language Awareness Through Translingualism: A Multimodal Narrative Project for Multilingual Students. Journal of Multilingual Theories and Practices.

Zhang-Wu, Q., Skerrett, A. & Sangai, S*. (forthcoming). Bargaining Identity: A Transnational Multilingual Student’s Journey in Fighting Raciolinguistic Positioning. Linguistics and Education.

Zhang-Wu, Q., & Jones, C. E. (2024). Anti-racist translingualism: investigating race in translingual scholarship in US Writing and rhetoric studies over the past decade. International Journal of Bilingual Education and Bilingualism, 27(1), 52-65.

Zhang-Wu, Q. (2024). Monolingual disobedience, multilingual guilt?: an autoethnographic exploration of heritage language maintenance during COVID-19 lockdowns. Multilingua, 43(2), 267-287. doi/10.1515/multi-2023-0020

Palermo, G., Zhang-Wu, Q., Regan, D., & Poe, M. (2024). Writing program assessment as a site for multi-generational mentoring: Building research trajectories for justice. In Mentorship and Methodologies in Writing Studies. Utah State University Press.

Zhang-Wu, Q., Poe, M., Akbari, T., & Hitchcock, M. (2024). College Writing Teachers as Co-Researchers: Promoting Faculty Understanding of Multilingual Writers Through Collaborative Program-Wide Assessment. In Global Perspectives on Building a Culture of Research in TESOL: Collaborations and Communities. Springer.

Zhang-Wu, Q., Lerner, N., & Stephens, A. (2023). Meaningful Writing Projects Among Multilingual Undergraduate Writers: Personal, Practical and Developmental. Composition Studies.

Zhang-Wu, Q. (2023). And Gladly Teach: Cultivating Learning Community in an Asynchronous Online Advanced Writing Course for Multilingual International Students. College English, 85(6), 522-547.

Zhang-Wu, Q. (2023). Monolingual disobedience, multilingual guilt?: an autoethnographic exploration of heritage language maintenance during COVID-19 lockdowns. Multilingua. https://www-degruyter-com.ezproxy.neu.edu/document/doi/10.1515/multi-2023-0020/html

Zhang-Wu, Q. (2023). Supporting Superdiverse Multilingual International Students: Insights from an Ethnographic Exploration. Research in the Teaching of English, 57(4), 378-401.

Zhang-Wu, Q. (2023). Rethinking translingualism in college composition classrooms: A digital ethnographic study of multilingual students’ written communication across contexts. Written Communication, 40(1), 145-174.

Zhang-Wu, Q. (2023). Asian students in American higher education: negotiating multilingual identities in the era of superdiversity and nationalism. Language and Intercultural Communication, 23(3), 253-267.

Zhang-Wu, Q. (2023). Exploring multilingual students’ feedback literacy in an asynchronous online writing course. Assessing Writing, 56, 100718.

Zhang-Wu, Q., Wang, Z., & Shapiro, S. (2023). CLA and translingualism: A (literal) scholarly conversation. Journal of Second Language Writing, 60, 100996.

Zhang-Wu, Q., & Tian, Z. (2023). Raising Critical Language Awareness in a Translanguaging-Infused Teacher Education Course: Opportunities and Challenges. Journal of Language, Identity & Education, 1-20.

Zhang‐Wu, Q. (2023). “Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace. TESOL Journal, e732.

Zhang-Wu, Q. (2022). Rethinking Translingualism in College Composition Classrooms: A Digital Ethnographic Study of Multilingual Students’ Written Communication Across Contexts. Written Communication.

Zhang-Wu, Q. (2022). Once a Chinese International Student and Now an English Professor: An Autoethnographic Self-Inquiry of Journeys Against Linguicism and Monolingual Ideologies. Journal of International Students.

Tian, Z. & Zhang-Wu, Q. (2022). Preparing Pre-service Content Area Teachers Through Translanguaging. Journal of Language, Identity, and Education.

Zhang-Wu, Q. (2022). “Keeping Home Languages Out of the Classroom!”: Examining Multilingual Writers’ Perceptions of Translingual Writing in an Asynchronous College Composition Class. Journal of Multilingual Theories and Practices.

Zhang-Wu, Q. (2022). Multilingual Students’ Perspectives on Translanguaging in First-Year Undergraduate Writing Classrooms. TESOL Journal. https://doi.org/10.1002/tesj.651

Zhang-Wu, Q. (2021). (Re)Imagining Translingualism as a Verb to Tear Down the English-Only Wall: “Monolingual” Students as Multilingual Writers. College English.

Zhang-Wu, Q. & Brisk, M. (2021). “I must have taken a fake TOEFL!”: Rethinking Linguistically Responsive Instruction Through the Eyes of Chinese International Freshmen. TESOL Quarterly.

Zhang-Wu, Q. (2021). Rethinking Chinese International Students in American Higher Education: “Raceless” and “Linguistically Incompetent”?. Educational Research and Development Journal, 24(1), 16-20.

Zhang-Wu, Q. (2021). Preparing Monolingual Teachers of Multilingual Students: Strategies That Work. In U. Lanvers, A. Thompson., & M. East (Eds.). Language Learning in Anglophone Countries. (pp. 463-484). Palgrave Macmillan.

Zhang-Wu, Q. (2021). Languaging Myths and Realities: Journeys of Chinese International Students. Multilingual Matters, Bristol, UK.

Poe, M. & Zhang-Wu, Q. (2020). Super-Diversity as a Framework to Promote Social Justice: Designing Program Assessment for Multilingual Writing Outcomes. Special Issue of Composition Forum: Promoting Social Justice for Multilingual Writers on College Campuses.