Assistant Professor of TESOL, Bilingual, and Foreign Language Education
Teaching and Learning
Kongji Qin is Assistant Professor of TESOL, Bilingual, and Foreign Language Education in the Department of Teaching and Learning at NYU Steinhardt. A former language educator and teacher educator in China, he earned his doctorate in Curriculum, Instruction, and Teacher Education with a focus on language and literacy education from Michigan State University in 2016, where he also worked in Department of Teacher Education as instructor in the TESOL Endorsement Program, the Foreign Language Program, and the Global Educators Cohort Program.
Dr. Qin's research centers on the language and literacy education of emergent bilingual students in K-12 classrooms. One line of his research focuses on understanding the relationship between identities, masculinities, and second 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. Dr. Qin's research has been supported by the Spencer Foundation, and has been published in prominent peer-reviewed journals such as Research in the Teaching of English, International Multilingual Research Journal, and Reading Research Quarterly.
- Qin, K., & Li, G. (in press). Understanding immigrant youths’ negotiation of racialized masculinities in one U.S. high school: An intersectionality lens on race, gender, and language. Sexuality and Culture.
- 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, 13(3), 181-195.
- 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.
- 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). Hauppauge, NY: Nova Science Publishers.
Prepare for a career as a teacher, researcher, or curriculum developer in ESL, working with learners from diverse linguistic and educational backgrounds.
Gain the language and pedagogy skills to teach Chinese, French, Italian, Japanese, or Spanish to learners from diverse educational and ethnic backgrounds.