抖阴app

Ph.D. in Multicultural Education, University of Washington

M.Ed. in Curriculum and Instruction, University of Washington

B.Ed. in Education, National Taiwan Normal University

Culturally Responsive Teaching;

Language Education;

Cultural-Historical Activity Theory

Peer-Reviewed Journal Articles

Chang, S., & Lemos, M. (2026). Learning from our struggles as formative intervention researchers through critical incidents: A self-study of two teacher educators. Learning, Culture and Social Interaction, 57. Article Number: 100990.

Chang, S., & Huang, C. J. (2026). Wo Ai Ni Mommy: conversation analysis of a documentary case study of a Chinese transnational adoptee’s American identity development. International Journal of Bilingual Education and Bilingualism, 29(4), 545–567.

Chang, S., Akin-Sabuncu, S., Vernikoff, L., Horn, C., & Goodwin, A. L. (2025). Unpacking urban teaching residents’ mental constructs: Supporting the professional identity development of teachers of color. Journal of Teacher Education, 76(5), 426-440. 

Martínez-Álvarez, P., Chang, S. & Arana, B. (2025). Collective discussions for inclusive bilingual teaching: school-university partnerships to influence pre-service teachers’ learning. Teacher Education Quarterly, 52(1), 28–53.

Chang, S. (2025). US-Chinese bilingual education after the sunsetting of the Lau Consent Decree: a documentary case analysis of Speaking in Tongues. Current Issues in Language Planning, 0(0),1–20. 

Chang, S., Lemos, M., & Göncü, A. (2024). Augmenting bilingual preservice teachers’ articulation of teaching in a Change Lab: an art-mediated instrumental approach. Outlines. Critical Practice Studies, 26(0), 78–93. 

Chang, S. (2024). Developing bilingual preservice teachers’ transformative agency. Teaching and Teacher Education, 137. Article Number 104405.

Chang, S. (2024). Bilingual teachers’ personal theorizing through art-mediated visual metaphors. Cogent Education, 11(1), 1–16

Chang, S. (2024). Enrichment, empowerment, and emancipation: Chinese and Latinx immigrant parental investment in U.S. bilingual education.  International Multilingual Research Journal, 18(4), 327–346.

Chang, S. (2024). Refracting historical contradictions in U.S. bilingual education: Reflections on the Asian American and Pacific Islander teacher shortage in the post-pandemic world. Bilingual Research Journal, 47(1),107–121.

Chang, S., & Goodwin, A. L. (2023). Learning to co-teach: understanding the co- in a mentored co-teaching activity. Journal of Professional Capital and Community, 8(4), 299–312.

Chang, S. (2022). Chinese bilingual preservice teachers' reflections on translanguaging pedagogy: The need for critical language curricularization. Foreign Language Annals, 55(4), 1086–1108.  

Chang, S., Martínez-Roldán, C., & Torres-Guzmán, M. (2021). The manifestation of Chinese preservice bilingual teachers’ relational agency in a Change Laboratory intervention. Mind, Culture, and Activity, 28(1), 44–60.

Chang, S., & Kuo, A. C. (2021). Indulging interactivity: A learning management system as a facilitative boundary object. Springer Nature Social Sciences.

Chang, S. (2021). Supporting expansive learning in preservice bilingual teachers’ zone of proximal development of the activity system: An analysis of a four-field model trajectory. Professional Development in Education, 47(2-3), 225–242.

Chang, S. (2020). Raciolinguistic ideology in first-year university (non)heritage Chinese classes. Language Learning in Higher Education, 10(2), 491–509.

Chang, S. (2020). Multicultural educators as cultural brokers and language mediators. Multicultural Perspectives, 22(3), 146–152.

Chang, S., Martínez-Roldán, C. & Torres-Guzmán, M. (2020). Struggling to-be or not-to-be a bilingual teacher: Identity formation in a Change Laboratory intervention. Methodological Innovations, 13(2), 1–19.

Chang, S., Torres-Guzmán, M. & Waring, H. (2020). Experiencing critical language awareness as a collective struggle: methodological innovations in language awareness workshops. The Language Learning Journal, 48(3), 356–369.

Chang, S., & Martínez-Roldán, C. (2018). Multicultural lessons learned from a Chinese bilingual afterschool program: Using technology to support ethnolinguistic children’s cultural production. Multicultural Education Journal, 25(2), 36–41.

Hase, N., Martínez-Roldán, C., & Chang, S. (2018). US Bilingual education and its application to Japanese EFL teaching. THE JASEC BULLETIN, 27(1), 79–89.

Refereed Book Chapters

Chang, S. (2024). University partners: bilingual student teaching (Researcher Commentary). In T. Klein, V. Hunt, A. Jaar, R. Madrigal, & C. Villegas (Eds.), Lessons from a Dual Language Bilingual School: Celebrando una década de Dos Puentes Elementary (pp. 217–220). Multilingual Matters.

Chang, S. (2024). From nonheritage to future heritage: A case study of a Chinese bilingual teacher’s perceptions of diverse Chinese-English dual language immersion learners. In K. Sung (Ed.), Chinese-English Dual Language Immersion Programs: Content Area Instruction, Learners, and Evaluations (pp. 109–128). Lexington Books.

Chang, S. (2023). Supporting expansive learning in preservice bilingual teachers’ zone of proximal development of the activity system: An analysis of a four-field model trajectory. In K. Storm, T. Mills & L. Abrams (Eds.), Non-linear perspectives on teacher development: Complexity in professional learning and practice (1st ed.; pp. 29–46). Routledge.

Chang, S., & Qu, Y. (2021). Toward a critical translanguaging pedagogy: An AsianCrit perspective. In A. VandeHei-Carter, N. Villanueva & C. Clark (Eds.), Volume 2: Multicultural Curriculum Transformation in Literacy and Language Arts. Foundations of Multicultural Education Series (pp. 145–163). Lexington Books.

Book Reviews

Chang, S. (2024). Agency and Transformation: Motives, Mediation, and Motion. Mind, Culture, and Activity, 31(3-4), 400–403. 

Chang, S. (2020). Write more, publish more, stress less!: five key principles for a creative and sustainable scholarly practice. International Journal for Academic Development, 25(4), 379–381.