Chang, Sharon C. (scc2168)

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;

Ethnolinguistic Diversity;

Teacher Education;

Cultural-Historical Activity Theory

Peer-Reviewed Journal Articles

Chang, S. (2025). US-Chinese bilingual education after the sunsetting of the Lau Concent Decree: a documentary case analysis of Speaking in Tongues. Current Issues in Langauge Planning, 1-20. https://doi.org/10.1080/14664208.2025.2487282

Chang, S. (2025). Agency and Transformation: Motives, Mediation, and Motion. Mind, Culture, and Activity, 1–4. https://doi.org/10.1080/10749039.2024.2448800

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. https://doi.org/10.7146/ocps.v26i.149353

Chang, S. (2024). Developing bilingual preservice teachers’ transformative agency. Teaching and Teacher Education, 137. Article Number 104405. https://doi.org/10.1016/j.tate.2023.104405

Chang, S. (2024). Bilingual teachers’ personal theorizing through art-mediated visual metaphors. Cogent Education, 11(1), 1–16 https://doi.org/10.1080/2331186X.2024.2380629

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. https://doi.org/10.1080/19313152.2023.2298060

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. https://doi.org/10.1080/15235882.2023.2296414

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. https://doi.org/10.1108/JPCC-05-2023-0031

Chang, S. (2022). Chinese bilingual preservice teachers' reflections on translanguaging pedagogy: The need for critical language curricularization. Foreign Language Annals, 55(4), 1086–1108.  https://doi.org/10.1111/flan.12654

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. (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/

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. https://doi.org/10.21832/9781800417397-041

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. https://doi.org/10.4324/9781003372097-3

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.