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Kongji Qin

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 The Modern Language Journal, Teaching and Teacher EducationResearch in the Teaching of English, International Multilingual Research Journal, and Reading Research Quarterly

Selected Publications

  • 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.
 (Click here to access the article.)
  • Qin, K., & Li, G. (2020). Understanding immigrant youths’ negotiation of racialized masculinities in one U.S. high school: An intersectionality lens on race, gender, and language. Sexuality and Culture24(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, 13(3), 181-195. (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 English52(4), 427-454. (Click here to access the article.)
  • 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.


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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