| Chinese international students’ experiences in American higher education institutes: A critical review of the literature Q Zhang-Wu Journal of International Students 8 (2), 1173-1197, 2018 | 89 | 2018 |
| Culturally and linguistically responsive teaching in practice: A case study of a fourth-grade mainstream classroom teacher Q Zhang-Wu Journal of Education 197 (1), 33-40, 2017 | 72 | 2017 |
| Academic language in K–12 contexts ME Brisk, Q Zhang-Wu Handbook of research in second language teaching and learning, 82-100, 2016 | 34 | 2016 |
| (Re) Imagining translingualism as a verb to tear down the English-only wall:“Monolingual” students as multilingual writers Q Zhang-Wu College English 84 (1), 121-137, 2021 | 25 | 2021 |
| Languaging myths and realities: Journeys of Chinese international students Q Zhang-Wu Multilingual Matters, 2022 | 24 | 2022 |
| Preparing monolingual teachers of multilingual students: Strategies that work Q Zhang-Wu Language learning in Anglophone countries: Challenges, practices, ways …, 2021 | 22 | 2021 |
| Preparing pre-service content area teachers through translanguaging Z Tian, Q Zhang-Wu Journal of Language, Identity & Education 21 (3), 144-159, 2022 | 19 | 2022 |
| Super-Diversity as a Framework to Promote Justice: Designing Program Assessment for Multilingual Writing Outcomes M Poe, Q Zhang-Wu Composition Forum 44, 2020 | 19 | 2020 |
| Raising critical language awareness in a translanguaging-infused teacher education course: Opportunities and challenges Q Zhang-Wu, Z Tian Journal of Language, Identity & Education 22 (4), 376-395, 2023 | 18 | 2023 |
| “I must have taken a fake TOEFL!”: Rethinking Linguistically Responsive Instruction Through the Eyes of Chinese International Freshmen Q Zhang-Wu, M Brisk TESOL Quarterly, 2021 | 18 | 2021 |
| Learning through language: Towards an educationally informed theory of language learning V Grøver, P Uccelli, M Rowe, E Lieven Cambridge University Press, 2019 | 16 | 2019 |
| Once a Chinese international student and now an English professor: An autoethnographic self-inquiry of journeys against linguicism and monolingual ideologies Q Zhang-Wu Journal of International Students 12 (S2), 32-49, 2022 | 14 | 2022 |
| ‘Keeping home languages out of the classroom’: Multilingual international students’ perceptions of translingualism in an online college composition class Q Zhang-Wu Journal of Multilingual Theories and Practices 3 (1), 146–168, 2022 | 12 | 2022 |
| Teaching Hybrid Online College Composition Classes to International Students during COVID-19: Equity, Diversity, Inclusiveness, and Community Building Q Zhang-Wu English Leadership Quarterly 43 (2), 9-13, 2020 | 12 | 2020 |
| Rethinking Translingualism in College Composition Classrooms: A Digital Ethnographic Study of Multilingual Students’ Written Communication Across Contexts Q Zhang-Wu Written Communication 40 (1), 145-174, 2023 | 11 | 2023 |
| 16 Cross-Linguistic Relations among Bilingual and Biliterate Learners CP Proctor, Q Zhang-Wu Learning through language: Towards an educationally informed theory of …, 2019 | 10 | 2019 |
| “Like a piece of wood”: The potential of multimodal translingual storytelling for restoration and peace Q Zhang‐Wu TESOL Journal 14 (4), e732, 2023 | 6 | 2023 |
| Asian students in American higher education: Negotiating multilingual identities in the era of superdiversity and nationalism Q Zhang-Wu Language and Intercultural Communication 23 (3), 253-267, 2023 | 6 | 2023 |
| Exploring multilingual students’ feedback literacy in an asynchronous online writing course Q Zhang-Wu Assessing Writing 56, 100718, 2023 | 5 | 2023 |
| Multilingual students’ perspectives on translanguaging in first-year undergraduate writing classrooms Q Zhang-Wu TESOL Journal 13 (2), 1-4, 2022 | 5 | 2022 |
Mya PoeNortheastern UniversityEmail verificata su northeastern.edu