Conference Presentations
AUA encourages its members to attend and present at conferences on the local, national, and international levels. AUA members plan to present both individual and collaborative projects in the upcoming year. The following is a list of conference presentations by AUA members:
2023
Bedingfield, C., Middlebrooks-Jefferson, R., Kabani, S., Johnson, E., & Ormond, J. (April, 2023). In Pursuit of Truth: Transformative Experiences With Theories of Writing in a Doctoral-Level Classroom. Roundtables at the annual American Educational Research Association (AERA) Conference, Chicago.
Behizadeh, N., Thompson-Smith, C. M., Miller, P. J. (November, 2022). Complexity and tensions in supporting new teachers to enact critical pedagogy. Conference presentation at the annual National Council of Teachers of English (NCTE) Conference, Anaheim, CA, USA.
Gomez, M., Trinh, E., Penton Herrera, L. J. (March, 2023). Spilling the tea: Stories of addressing racism in ESOL classrooms. Paper presented at the annual Teachers of English to Speakers of Other Languages (TESOL) Conference, Portland, Oregon, USA.
Lee, H., & Jang, G. (2023, March 18-21). “There was nothing I could do in the U.S.”: Korean pre-service teachers’ beliefs and identities. American Association for Applied Linguistics (AAAL). Portland, Oregon.
Ma, J. (April, 2023). GA DLI two-way Chinese immersion program introduction. Leadership CIRCLE for program administrators at National Chinese Immersion Conference, Washington, D.C. USA.
Trinh, E. (April, 2023). Spacetimemattering transdisciplinary workshop: Using Slow writing to think with emotional and sensual data in research. In panel: Cultivating transdisciplinary educational research through dialogic reflexivity: Facets of theory and practice. Paper presented at the annual American Educational Research Association (AERA) Conference, Chicago.
Koro, M., Wolgemuth, J., & Trinh, E. (April 2023). Reducing methodological footprints in qualitative research. Paper presented at the annual American Educational Research Association (AERA) Conference, Chicago.
Trinh, E. (March, 2023). Rethinking teacher education programs: Using autohistoria- teoria to explore queer teacher candidate in an English language classroom. In panel: Queer literacies in/for teacher education: Strengthening allyships. Presented at the annual American Association for Applied Linguistics (AAAL) Conference, Portland, OR.
Martinez-Alba, G., Penton Herrera, L. J., & Trinh, E. (March, 2023). Teacher and Student Wellness in Applied Linguistics: Planning for Actions, not Reactions. Paper presented at the annual American Association for Applied Linguistics (AAAL) Conference, Portland, OR.
Trinh, E. (March, 2023). Supporting queer SLIFE youth in schools. In panel: Advocacy, academic, and social-emotional considerations for SLIFE in K-12 settings. Panel presented at the annual AAAL Conference, Portland, OR.
Trinh, E. & Penton Herrera, L. J. (March, 2023). Future directions for autoethnography for doctoral students in TESOL. In panel: Exploring Doctoral Students’ Identities in TESOL Through Autoethnographic Works. Co-planner for a symposium presented at the annual TESOL Conference, Portland, Oregon, USA.
2022
Alsulami, R., Jang, G., Ma, J., Park, J. H., Tinker Sachs, G., & Trinh, E. (2022, March 22-25). The Politics of Self -Writing and Citing in the Academy Part 2. [Symposium], TESOL 2022 International Convention. Pittsburg, PA.
Jang, G. (2022, April 30-May 1). Exploring language, culture, and interculturality in Korean EFL education through mediated discourse analysis. [Paper presentation]. 2022 Korea TESOL (KOTESOL) International Conference, South Korea, Virtual conference.
Ma, J. (2022, March 22-25). Culturally & linguistically responsive practices in U.S. higher education [Paper presentation]. TESOL 2022 International Convention. Pittsburgh, PA.
Tinker Sachs, G., Alsulami, R., Jang, G., Ma, J., Park, J., & Trinh, E. (March, 2022). The politics of self—Writing and citing in the academy. Symposium presented at the annual Teachers of English to Speakers of Other Languages (TESOL) Conference. Pittsburgh, PA, USA.
Tinker Sachs, G., Trinh, E., Ma, J. & Alsulami, R. (March, 2022). Critical Discussion on White Fragility – Interrogating Colonized Mindsets. Symposium presented at the annual American Association for Applied Linguistics (AAAL) Conference.
Trinh, E. (March, 2023). Rethinking teacher education programs: Using autohistoria-teoria to explore queer teacher candidate in an English language classroom. In panel: Queer literacies in/for teacher education: Strengthening allyships. Presented at the annual American Association for Applied Linguistics (AAAL) Conference, Portland, OR.
2021
Lee, H., & Jang, G. (2021, March 17-21). “The darker your skin color is, the harder it is”: NETs’ teaching abroad in Korea. [Paper presentation]. American Association for Applied Linguistics, Virtual conference.
Jang, G., & Lee, H. (2021, March 17-21). Multilingual identities and translanguaging: An analysis of text message exchanges between Korean-English language partners [Paper presentation]. American Association for Applied Linguistics, Virtual conference.
Ma, J., & Tinker Sachs, G. (2021, March 17-21). Intercultural Exploration: Chinese Female Students’ Stories Before, During, and After Their Studies in English-Speaking Countries [Paper presentation]. American Association for Applied Linguistics (AAAL) 2021 Virtual Conference.
Wang, X. & Ma, J. (2021, March 18-21). Strategies that Dual Language Chinese Teachers Use in Virtual Teaching [Paper presentation]. Southern Conference on Language Teaching (SCOLT) 2021 Virtual Conference.
Tinker Sachs, G., Alsulami, R., Jang, G., Park, J., & Trinh, E. (2021, March 20). Objectifying and subjectifying: The critical analysis of EFL school textbooks masked and unmasked. Colloquium presentation. American Association for Applied Linguistics, Virtual conference.
2020
Kasun, G. S., Jang, G., & Espinoza, Z. (2020, April 17-21). A Preservice Teacher’s Shift From Traditional Second Language Teaching Practices to Problem-Posing Pedagogy [Roundtable session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/u326j8z (canceled due to COVID-19)
Yoo, M. S., Choi, J., Park, J., Qiu, T., & Mihaela, G. (2020, December 3). Intergenerational biliteracy development across multilingual and multicultural homes and communities. Alternative format session presentation at the 70th LRA annual conference (virtual).
Park, J., Gazioglu, M., & Choi, J. (2020, August 29). Strategies for working with parents and students in DLI class. Virtual presentation at the 7th GADII 2020 conference. Retrieved from http://cms.gavirtualschool.org/ProfessionalDev/WL/GADII-2020/content/index.html#/
Ma, J. (2020, October 29-30). Using the Dictogloss method in traditional Chinese Pre-service English teachers’ Listening Classes: Effects and Reflections [Poster presentation]. 39th Annual Georgia Teachers of English to Speakers of Other Languages (GATESOL) Conference, Virtual.
Ma, J. (2020, August 3-5). Using multicultural text sets to improve students’ reading attitudes and comprehension: An action research study [Paper presentation]. 2020 National Social Science Association (NSSA) Virtual Summer Seminar.
Ma, J. (2020, February 28-March 1). The effects of the modified dictogloss method on Chinese undergraduates’ English performance and motivation to study [Poster presentation]. 2020 Holmes Scholars Pre-Conference session at the AACTE (American Association of Colleges for Teacher Education) 72nd Annual Meeting at Atlanta, GA.
2019
Cohen, S., Jang, G., Omowale, S., McLeod-Chambless, L., Oliver, L., & Tinker Sachs, G. (2019, February). The next generation of teacher educators learning from the veterans. Paper presentation at the 2019 Association of Teacher Educators Annual Meeting, Atlanta, GA
Park, J., Tinker Sachs, G., Jang, G. (2019, March). Gender role representation of English as a foreign language: Textbooks of South Korea. Paper presentation at Middle Tennessee State University’s 13th Biennial Women’s and Gender Studies Interdisciplinary Conference, Murfreesboro, Tennessee.
Trinh, E. (2019, October). Participant. Let’s Talk about Sex Conference, Atlanta, GA
Trinh, E. (2019, September). Participant. The SEIRN (Southeast Immigrant Rights Network),
Nauvoo, AL
Trinh, E. (2019, August). Queer Walking Meditation: An escape of a queer transnational Vietnamese
from a Coatlicue state to be reborn. Presented at the annual American Psychological
Association Conference, Chicago, IL. (Poster presentation)
Trinh, T. E. & Penton Herrera, L. (2019, October). Writing as an Act of Rebellion: United Voices of
LGBTQ Scholars of Color in Academia. Spoken paper presented at the annual American
Educational Studies Association Conference, Baltimore, MD.
2017
Albers, P., Angay-Crowder, T., Collier, C., Fugimoto, C., Pang, M., & Park, J. (2017, December). Educative experiences in award-winning children’s literature. Paper session presented at the Annual Convention of the Literacy Research Association (LRA), Tampa, Florida.
Choi, J., Park, J., Pang, M., Cho, A., & Shin, J. (2017, Mar.). Translanguaging practices of a four-year-old in a multilingual home: Korean, Persian, and English. Paper presentation at the 2017 Georgia Association of Multilingual, Multicultural Education (GAOME) symposium, Atlanta, GA.
McGrail, E., Tinker Sachs, G., & Lewis, M. (2017, Nov). Comic book conversations as pedagogies of possibilities in urban spaces. Paper presentation at the Annual Convention of Literacy Research Association (LRA), Tampa, FL.
Park, J., & Pang, M. (2017, Mar.). The perceptions on the use of Korean heritage language. Paper presentation at the 2017 Georgia Association of Multilingual, Multicultural Education (GAOME) symposium, Atlanta, GA.
2016
Lewis, M., & Williams, S. (2016, Oct.). The dialogic flow of Supernatural. Paper presentation at the Annual Convention of the Popular Culture Association in the South and the American Culture Association in the South (PCAS/ACAS), Nashville, TN.
2015
McGrail, E., Tinker Sachs, G., & Lewis, M. (2015, Apr). Creating dialogic spaces with urban children. Paper presentation at the 2015 Sources Conference, Atlanta, GA.
McGrail, E., Tinker Sachs, G., & Lewis, M. (2015, March). Giraffes CAN dance: Engaging children in dialogue with comic strips and other culturally relevant literature. Paper presentation at the 2015 Kennesaw State University Conference on Literature for Children and Young Adults, Kennesaw, GA.
Publications
Members of AUA are also encouraged to publish their work for various audiences inside and outside the field of literacy education. The following is a list of publications by AUA members:
2023
Jang, G., Tinker Sachs, G., & Park, J. H. (2023). Conflicting understandings of multicultural society, global world, and English: Multimodal content analysis of 5 Korean elementary EFL textbooks, Critical Inquiry in Language Studies. https://doi.org/10.1080/15427587.2023.2198130
2022
Jang, G. (2022). Review of Stanley, P. (2013). A critical ethnography of ‘Westerners’ teaching English in China: Shanghaied in Shanghai. Language, Culture and Curriculum. https://doi.org/10.1080/07908318.2022.2046022
Lee, H., & Jang, G. (2022). Native English teachers’ construction of professional identities in teaching abroad: Challenges and conflicts in the context of Korea. Teaching and Teacher Education, 122. https://doi.org/10.1016/j.tate.2022.103981
Lee, H., & Jang, G. (2022). “The darker your skin color is, the harder it is in Korea”: Discursive construction of race in teaching abroad. TESOL Quarterly, 57(1), 168-190. https://doi.org/10.1002/tesq.3131
Lee, H., & Jang, G. (2022). A discursive analysis of a Korean college heritage learner’s translanguaging practices in diverse social contexts. In H. Cho & K. Song (Eds.), Korean as a Heritage Language from Transnational and Translanguaging Perspectives. Routledge. DOI: 10.4324/9781003227250-14
Ma, J. (2022). Challenges and strategies facing international students and faculty in the U.S. higher education: A comprehensive literature review. GATESOL. Fall issue.
Trinh, E., Le, N. H. G., Dong, H. B., Tran, T., & Tran, V. (2022). Memory rewriting as a method of inquiry: When returning becomes collective healing. The Qualitative Report, 27(3), 824-841. https://doi.org/https://doi.org/10.46743/2160-3715/2022.5245
Trinh, E. (2022). Supporting queer SLIFE youth: Initial queer considerations. In L. J. Pentón Herrera (Ed.), English and students with limited or interrupted formal education: Global perspectives on teacher preparation and classroom practices(pp. 209-225). Springer. https://doi.org/10.1007/978-3-030-86963-2_12
Gómez Portillo, M. J., Trinh, E. T., Pentón Herrera, L. J. (2022). Spilling the tea: Stories of confronting and addressing racism in ESOL classrooms. In G. Martínez-Alba, L. J. Pentón Herrera, & A. Hersi, (Eds.), Antiracist teacher education: Counternarratives and storytelling (pp. 43-53). Association of Teacher Educators & Rowman & Littlefield.
Trinh, E. (2021). Crossing the split in nepantla: (Un)successful attempts to dismantle a TESOL teacher candidate in after-queer research. Journal of Homosexuality. 1-22. https://doi.org/10.1080/00918369.2021.1987749
Trinh, E. (2021). What does social justice look like in the United States? Critical reflections of an English language classroom in a field trip. Multicultural Perspectives, 23(2), 108-113. DOI: 10.1080/15210960.2021.1914046
Pentón Herrera, L. J., Trinh, E. & Gómez Portillo, M. (2021). Cultivating calm and stillness at the doctoral level: A collaborative autoethnography. Educational Studies. 1-20. [https://doi:10.1080/00131946.2021.1947817]https://doi:10.1080/00131946.2021.1947817
Trinh, E. (2020). “Still you resist”: An Autohistoria-teoria of a Vietnamese queer teacher to meditate, teach, and love in the Coatlicue State. International Journal of Qualitative Studies in Education, 33(6), 621-633. https://doi.org/10.1080/09518398.2020.1747662
2021
Angay-Crowder, T., Pace, C., & Clough, R. R. (2021). Transforming doctoral students’ professional development and academic identities in student organizations. Journal of Leadership Education.
Feng, Y., & Jang, G. (2021). Review of Taguchi, N., & Kim, Y. (Eds.). (2018). Task-based approaches to teaching and assessing pragmatics. John Benjamins Publishing Company. Canadian Journal of Applied Linguistics, 24(1), 205–207. https://doi.org/10.37213/cjal.2021.31199
2020
Kasun, G. S., Santos, A., Jang, G., & Espinosa, Z. (2020). “The feeling of fear was not from my student, but from myself”: A pre-service teacher’s shift from traditional to problem-posing second language pedagogy in a Mexican youth prison. Journal of Multicultural Affairs, 5(1), 1-17. https://scholarworks.sfasu.edu/jma/vol5/iss1/1
2019
Kasun, G., Trinh, E., & Caldwell, B. (2019). Decolonizing Identities of Teachers of Color Through
Study Abroad: Dreaming Beyond Assumptions, Toward Embracing Transnational Ways of
Knowing. In D. Martin & E. Smolcic (Eds.), Redefining Teaching Competence through
Immersive Program. United Kingdom: Palgrave Macmillan (Invited, research to
practice, international audience)
Trinh, E. (2019). Breaking Down the Coatlicue State to See a Self: Queer Voices Within a Circle. The
Assembly: A Journal for Public Scholarship on Education. (Refereed, national audience)
Trinh, E. (2019). Building a foundation of love: Let’s write toward compassion, connections,
bridging and rebornness. (Inaugural Issue) Bridges. (Refereed, national audience)
Trinh, E. (2019). From creative writing to a self’s liberation: A Monologue of a struggling writer.
Journal of Southeast Asian American Education and Advancement, 14(1).
https://doi.org/10.1080/10409289.2018.1440843 (Refereed, international audience)
2018
Trinh, E. (2018). How hugging mom teaches me the meaning of love and perhaps beyond. The
Journal of Faith, Education, and Community, 2(1) (Refereed, national audience)
2016
Lewis, Megan. Shifting Paradigms Starting with Self. GATESOL In Action, [S.l.], v. 1, oct. 2016. ISSN 2331-6845. Available at: <http://georgiatesoljournal.org/ojs/index.php/GATESOL/article/view/44>. Date accessed: 11 may 2018.
Park, Jeehye. What does it mean to be a language variationist and bilingual?. GATESOL In Action, [S.l.], v. 1, oct. 2016. ISSN 2331-6845. Available at: <http://georgiatesoljournal.org/ojs/index.php/GATESOL/article/view/41>. Date accessed: 11 may 2018.