Chang, Sharon C. (scc2168)

Sharon Chia-Ling Chang

Senior Lecturer
Bilingual/Bicultural Education

Office Location:

351C Macy

Office Hours:

Office hours are subject to change, please contact the program's office for appointment scheduling.

Educational Background

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

Scholarly Interests

Culturally Responsive Teaching and Curriculum;

Ethnolinguistic Diversity;

Urban Teacher Education;

Cultural-Historical Activity Theory

Selected Publications

  • 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. (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. (2024). Enrichment, empowerment, and emancipation: Chinese and Latinx immigrant parental investment in U.S. bilingual education.  International Multilingual Research Journal (Online First).
  • Chang, S. (2024). Developing bilingual preservice teachers’ transformative agency. Teaching and Teacher Education, 137. Article Number 104405.
  • 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), 299312.
  • 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. (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., & Qu, Y. (2021). Chapter 7: 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.
  • 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. (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.
  • 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.

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