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Kongji Qin

Assistant Professor of TESOL, Bilingual, and World Language Education

Teaching and Learning

212-992-9369

Kongji Qin is Assistant Professor of TESOL, Bilingual, and World Language Education in the Department of Teaching and Learning at NYU. Dr. Qin's research centers on understanding and addressing inequality in the language and literacy education of immigrant youth in U.S. schools. Drawing on critical race theories, poststructuralist theories, and discourse analysis, Dr. Qin's work is driven by questions that lie at the axes of language, pedagogy, identity, and justice. One line of his research focuses on understanding the relationship between identities, masculinities, and second language learning. In this area of inquiry, his research examines how inequality faced by immigrant youth is often reproduced in classrooms through language. Drawing on critical race theory and gender studies, his work theorized racialized masculinity as a construct for language education research, underscoring that gender ideologies often intersect with racism to impact immigrant boys’ identity and language learning.

Another line of his research examines issues related to preparing linguistically responsive teachers for English learners, particularly on the development of language-related knowledge for subject area teachers. Funded by a Spencer Small Research Grant, Dr. Qin's work in this area has examined how expert science teachers used their knowledge of language to design linguistically responsive instruction and critical transnational pedagogies that powerfully supported immigrant students’ learning of language and science.

Dr. Qin's has been published in prominent peer-reviewed journals in language and literacy education such as The Modern Language Journal, Teaching and Teacher EducationResearch in the Teaching of English, International Multilingual Research Journal, and Reading Research Quarterly

Selected Publications

  • Li, G. & Qin, K. (Accepted; 2022) Advocating for and supporting immigrant/refugee students and families in America’s inner city: Urban educators’ professional dispositions and challenges. Urban Education.

  • Qin, K. & Beauchemin, F. (Accepted; 2022). “Everybody has to be with everybody”: Languaging relational and intellectual work with multilingual learners in a science classroom community. Linguistics and Education.

  • Qin, K. (2021). Toward a decolonizing framework for equity-oriented English language teacher education. Beijing International Review of Education. 3, 328-349.

  • Liao, W., Wang, X.*, & Qin, K. (2021). Learning to become culturally responsive teacher educators in an internationalized doctoral course: A video-cued interpretive study. Teaching and Teacher Education(Click here to access the article.)

  • Qin, K. (2021). Bridging east and west: Dr. Guofang Li’s success as a transnational scholar in language and literacy education in North America. In H. Nicholas, D. Ball & K. Wells (Eds.), Asian American scholars of education: 21st Century pedagogies, perspectives, and experiences (pp. 1-10). Peter Lang.

  • Qin, K. (2020). Curriculum as a discursive and performative space for subjectivity and learning: Understanding immigrant boys’ language use in classroom discourse. The Modern Language Journal. 104(4), 842-859. (This article, being selected as one of the best articles published in The Modern Language Journal (MLJ), won the award the Best of MLJ for 2020. Click here to access the article.)

  • Qin, K. & Li, G. (2020). Understanding immigrant youth’s negotiation of racialized masculinity in one U.S. high school: An intersectionality lens on race, gender, and language. Sexuality and Culture. 24(4), 1046-1063. (Click here to access the article.)

  • Qin, K. (2019). Performing curriculum and constructing identities: Small stories as a framework for studying identity and interaction in classroom discourses. International Multilingual Research Journal, 14(3), 185-191. (Click here to access the article.)

  • Qin, K. (2019). Citations of norms and lines of flight in one immigrant boy’s performances of masculinities and reading identities. Reading Research Quarterly, 54(3), 363-382. (Click here to access the article, and check out this video interview between Dr. Amanda Goodwin, Co-Editor of the journal Reading Research Quarterly, and me discussing what my study says about immigrant adolescents' performances of masculinities and their reading identities.)

  • Qin, K. (2018). “Doing funny” and performing masculinity: An immigrant adolescent boy’s identity negotiation and language learning in one US ESL classroom. Research in the Teaching of English, 52(4), 427-454.

  • De Costa, P.I., & Qin, K. (2016). English language education in the United States: Past, present and future issues. In L.T. Wong & A. Dubey-Jhaveri (Eds.), English language education in a global world: Practices, issues and challenges (pp. 229-238). Nova Science Publishers. 

 

Programs

Bilingual Education

Prepare to work with students from diverse linguistic and educational backgrounds through a career as a K–12 bilingual education teacher or researcher.

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World Language Education

Prepare for a career as a teacher of Chinese, French, Italian, Japanese, or Spanish to learners in diverse national and international settings.

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Teaching English to Speakers of Other Languages (TESOL)

Prepare for a career as a teacher or researcher in English as a New Language (ENL), working with learners from diverse linguistic and educational backgrounds.

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