Qianqian Zhang-Wu
Assistant Professor of English; Director of Multilingual Writing
Qianqian Zhang-Wu’s research focuses on bilingualism/biliteracy development, teacher education, and bi(multi)lingual students. She has shared her work in many international, national, and local conferences, and served as a reviewer for scholarly conferences and peer-reviewed journals. Her work has been published in peer-reviewed journals, such as Journal of International Students, Journal of Education, Language and Education, and the Journal of Second Language Writing. Currently, Dr. Zhang-Wu is working on her book under contract with Multilingual Matters about bi(multi)lingual international college freshmen’s first-semester experiences in an American higher education institution. Her new book is expected to appear in the series of “New Perspectives on Language and Education.”
Multilingual in Mandarin Chinese, English and Japanese, Dr. Zhang-Wu has always been a passionate language learner, a devoted educator, and an experienced teacher trainer. She received her Ph.D. in Curriculum & Instruction from Boston College, and her M.S. Ed in Educational Linguistics (TESOL) from the University of Pennsylvania.
- 2021 Best Dissertation Award, Comparative and International Education Society (CIES)
- 2021 Conference on College Composition and Communication (CCCC) Scholars for the Dream Award
- 2020-2022 NCTE Research Foundation Cultivating New Voices Among Scholars of Color (CNV) Fellowship
- 2020-2021 Hong Liu China Studies Research Award
- 2019-2020 Office of the Provost Full-Time Faculty Professional Development Fund
- 2017 AERA Bilingual Education Research SIG Travel Award, American Education Research Association
- 2014 TESOL Spirit Award from the Graduate School of Education, University of Pennsylvania.
- Zhang-Wu, Q. (Book Under Contract). Unpacking the Bilingual Linguistic Functioning of Chinese International Students: Myths and Realities. Multilingual Matters.
- 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.
- 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.
- Proctor, C.P., & Zhang-Wu, Q. (2019). Cross-linguistic Relations Among Bilingual and Biliterate Learners: Interdisciplinary Perspective and Convergences. In V. Grover, P. Uccelli, M. Rowe, & E. Lieven (Eds.), Learning through Language (pp. 218-234). Cambridge University Press.
- Zhang-Wu, Q. (2018). Chinese International Students’ Experiences in American Higher Education Institutes: A Critical Review of the Literature. Journal of International Students, 8(2), 1173-1197.
- Brisk, M.E. & Zhang-Wu, Q. (2017). Academic language in K-12 contexts. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (3rd ed., pp. 82-100). New York, NY: Routledge.
- Zhang-Wu, Q. (2017a). Culturally and Linguistically Responsive Teaching in Practice: A Case Study of a Fourth-Grade Mainstream Classroom Teacher. Journal of Education, 197(1), 33-40.
- Zhang-Wu, Q. (2017b). Book Review of Growing language through science, K-5: strategies that work, by Judy Reinhartz. Language and Education, 31(6), 594-596.
- Zhang-Wu, Q. (2016). Book Review of Engaging students in academic literacies: Genre-based pedagogy for K-5 classrooms by M. Brisk. Journal of Second Language Writing, 31, 9-10.
- Zhang, Q. (2013). The Power of Alternative Assessment. Overseas English, 19, 296-8. [张千茜. (2013). The Power of Alternative Assessment. 海外英语, 19, 293-296.]
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Education
Ph.D. in Curriculum & Instruction, Boston College
M.S. Ed in Educational Linguistics (TESOL), The University of Pennsylvania -
Contact
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Address
435 Holmes Hall
360 Huntington Avenue
Boston, MA 02115 -
Office Hours
Fridays 8-10am via Zoom
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Offers writing instruction for students in the College of Engineering and the College of Computer and Information Science. Students practice and reflect on writing in professional, public, and academic genres—such as technical reports, progress reports, proposals, instructions, presentations, and technical reviews—relevant to technical professions and individual student goals. In a workshop setting, offers students an opportunity to evaluate a wide variety of sources and develop expertise in audience analysis, critical research, peer review, and revision.
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Designed for students whose first or strongest language is not English. Students study and practice writing in a workshop setting; read a range of texts in order to describe and evaluate the choices writers make and apply that knowledge to their own writing; explore how writing functions in a variety of academic, professional, and public contexts; and write for various purposes and audiences in multiple genres and media. Offers students an opportunity to learn how to conduct research using primary and secondary sources and to give and receive feedback, to revise their work, and to reflect on their growth as writers.
Writing in Global Contexts
ENGL 2760
Explores the various ways that linguistic diversity shapes our everyday, academic, and professional lives. Offers students an opportunity to learn about language policy, the changing place of World English in globalization, and what contemporary theories of linguistic diversity, such as translingualism, mean for writing. Invites students to explore their own multilingual communities or histories through empirical or archival research.
