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

Socio-cultural perspectives of language pedagogy and learning

Chinese languages and linguistic diversity

Bilingual/Multicultural Teacher Education

Selected Publications

  • 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. https://doi.org/10.1080/10749039.2021.1881125
  • Chang, S., & Kuo, A. C. (2021). Indulging interactivity: A learning management system as a facilitative boundary object. Springer Nature Social Sciences. https://doi.org/10.1007/s43545-021-00069-x
  • 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. https://doi.org/10.1080/19415257.2021.1879232 
  • Chang, S. (2020). Raciolinguistic ideology in first-year university (non)heritage Chinese classes. Language Learning in Higher Education, 10(2), 491-509. https://doi.org/10.1515/cercles-2020-2031
  • Chang, S. (2020). Multicultural educators as cultural brokers and language mediators. Multicultural Perspectives, 22(3), 146–152. https://doi.org/10.1080/15210960.2020.1792300
  • 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. https://doi.org/10.1177/2059799120921696
  • 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. https://doi.org/10.1080/09571736.2020.1740769
  • 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. https://doi.org/10.1080/1360144X.2019.1692586
  • 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. https://eric.ed.gov/?id=EJ1181594
  • 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. https://ci.nii.ac.jp/naid/40021725445/

Biographical Information

Dr. Sharon Chang is a Senior Lecturer and Coordinator of Student Teaching/Practicum in the Bilingual/Bicultural Education Program, Teachers College, Columbia University. She received her Ph.D. in Multicultural Education from the University of Washington. Working with ethnolinguistic communities has urged Dr. Chang to be a cultural broker and an advocate for historically marginalized and underrepresented students, making bilingual education and teacher preparation more equitable. Her scholarly interests are sociocultural perspectives of language pedagogy and learning, Chinese languages and linguistic diversity, Bilingual/Multicultural Teacher Education. Her research focuses on how languages (attitudes/ideologies), cultures, and ethnicities interact with the social process of racialization that influence students’ identities and their learning experiences, shaping teachers’ pedagogical practices and their dispositions.

Current Projects:

  • Mandarin Expansive Tactics Available (META) for Glocalized Chinese Bilingual Educators

  • Using Change Lab (CL) Methodology to Support Bilingual Teachers' Expansive Learning in Student Teaching and Practicum Seminar Course

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