Lei Jiang

Jiang, L. (in press). Bowling alone?: Asian American multilingual learners’ access to four-year colleges. Journal of Language, Identity & Education.https://doi.org/10.1080/15348458.2024.2399267

Li, S., Jiang, L., Sun, W., & Fan, F. (in press). Teaching multilingual learners in rural communities: Negotiating ethics of teacher identity. TESOL Quarterly. https://doi.org/10.1002/tesq.3361

Jiang, L., & Harklau, L. (2024). Multilingual learners’ access to college: Students, school counselors, and institutional doxa and hysteresis. TESOL Quarterly, 58(2), 881-908. https://doi.org/10.1002/tesq.3260

Arnold, L., Hassel, H., & Jiang, L. (2024). After implementation: Assessing student self-placement in college writing programs. Journal of Writing Assessment, 17(1), 1-26.  https://doi.org/10.5070/W4jwa.249

Jiang, L., Li, S., & Sun, W. (2023). International first-generation college students pursue PhDs in the U.S.: Navigating the profession as emerging research scholars. In H. Kayi-Aydar, A. Steadman, & K. Shea (Eds.), Narratives of TESOL professionals: Experiences navigating the doctoral program. Information Age Publishing.

Callahan, R.M., Jiang, L., & Núñez, A.-M. (2023). EL policy and immigrant politics: State and federal influence on ever-EL students’ postsecondary pathways. Educational Policy, 37(5), 1467-1505. https://doi.org/10.1177/08959048221103802

Cahnmann-Taylor, M., Coda, J., & Jiang, L. (2022). Queer is as queer does: Queer L2 pedagogy in teacher education. TESOL Quarterly 56(1), 130-153. https://doi.org/10.1002/tesq.3044

Bhattacharya, U., & Jiang, L. (2022). The Right to Education Act: Medium and dis-citizenship. In C. LaDousa & C.P. Davis (Eds.), Language, education, and identity: Medium in South Asia. (pp. 209-227). Routledge.

Harman, R., Buxton, C., Gaibisso, L.C., Jiang, L., & Bui, K. (2021). Culturally sustaining systemic functional linguistics praxis in science classrooms. Language and Education35(2), 106-122. https://doi.org/10.1080/09500782.2020.1782425

Coda, J., Cahnmann-Taylor, M., & Jiang, L. (2021). “It takes time for language to change”: Challenging classroom normativity through Teaching Proficiency through Reading and Storytelling (TPRS). Journal of Language, Identity & Education, 20(2), 90-102. https://doi.org/10.1080/15348458.2020.1726755

Jiang, L. (2020). Toward interdisciplinary theoretical frameworks for educating secondary school immigrant students. In L. Cardozo Gaibisso & M.V. Dominguez (Eds.), Handbook of research onadvancing language equity practices within immigrant communities (pp. 283-305). IGI Global. https://doi.org/10.4018/978-1-7998-3448-9.ch015

Bhattacharya, U., Jiang, L., & Canagarajah, A.S. (2020). Race, representation, and diversity in the American Association for Applied Linguistics. Applied Linguistics 41(6), 999-1004. https://doi.org/10.1093/applin/amz003

Buxton, C., Harman, R., Gaibisso, L.C., Jiang, L., Bui, K., & Allexsaht-Snider, M. (2019). Understanding science and language connections: New approaches to assessment with bilingual learners. Research in Science Education, 49(4), 977-988. https://doi.org/10.1007/s11165-019-9846-8

Bhattacharya, U., & Jiang, L. (2018). The Right to Education Act: Instructional medium and dis-citizenship. InternationalJournal of the Sociology of Language, 253, 149-168. https://doi.org/10.1515/ijsl-2018-0028

Jiang, L. (2017). Sarah’s first visit to Shanghai. Journal of Language and Literacy Education, 13(1), 206.

Jiang, L. (2017). God-Read English. Journal of Language and Literacy Education, 13(1), 207-208.