Research
Dr. Jayoung Choi 최자영 جایانگ چوی is a professor of TESOL/Multilingual Literacies education in the Department of Inclusive Education at Kennesaw State University, Georgia, USA. Her research aims to unpack the ways in which language, culture, identity, agency, power, and ideology affects learning and teaching for immigrant multilingual learners in and out of school contexts. Through her research, she hopes to support teachers and immigrant families in disrupting the pervasive monolingual ideology and to advocate for a more multi-lingual and -literate society. Her recent work has been published in the International Journal of Bilingual Education and Bilingualism, The Journal of Early Childhood Literacy, Journal of Adolescent and Adult Literacy, Applied Linguistics Review, Journal of Language, Identity, and Education, Teaching and Teacher Education: An International Journal of Research and Studies, and Multicultural Perspectives.
Areas of Research:
Second Language Education; Bi/tri-lingual education and tri-literacy development; Multilingual/Multimodal Adolescent Literacy Practices and Identity; ESL/Language Teacher Education; Multicultural Education
Publications:
Refereed Journal Articles
Choi, J., Angay-Crowder, T., Lee, H., Pang, M., Jang, G., Shin, J., Cho, A., Park, J., & Lew, S. (in press). Community-engaged scholars’ boundary spanning roles and intersected identities: Korean Dual Language Bilingual Education Program in a public elementary school. Journal of Higher Education Outreach and Engagement.
Shin, J., Choi, J., Angay-Crowder, T., & Khote, N. (2023). U.S. preservice teachers learning with multilingual learners in South Korea through educational technology: Bringing heteroglossic and global approaches to TESOL teacher education. ECNU (East China Normal University) Review of Education. Sage Journals. https://doi.org/10.1177/20965311231183004
Lew, S., & Choi, J. (2023). Teaching minoritised children in South Korea: Perspectives of teachers in early childhood education and care. Educational Review. https://doi.org/10.1080/00131911.2022.2155113
Choi, J. (2022). Translingual writing of a multilingual child in and out of school. Canadian Journal of Applied Linguistics/Revue canadienne de linguistique appliquée, 25(3), Special Issue, 93-117. https://journals.lib.unb.ca/index.php/CJAL/issue/view/2345
Choi, J. (2022). The interplay of teacher identities and agency: A case study of two native English-speaking teachers in South Korea. Teaching and Teacher Education: An International Journal of Research and Studies. https://doi.org/10.1016/j.tate.2022.103804
Lew, S., & Choi, J. (2022). Migrant mothers’ heritage language education in South Korea:
Complex and agentive navigation of capital and language ideologies. A special issue “Korean
transnational families’ language practices, challenges, and ideologies” in Applied
Linguistics Review. https://doi.org/10.1515/applirev-2022-2014
Choi, J. (2022). From trilingualism to triliteracy: A trilingual child learning to write simultaneously in Korean, Farsi, and English. A special issue “Korean transnational families’ language practices, challenges, and ideologies” in Applied Linguistics Review. https://doi.org/10.1515/applirev-2022-2013
Lew, S., & Choi, J. (2022). Addressing unsolved educational problems about linguistically diverse children: Perspectives of early childhood educators in South Korea. International Journal of Bilingual Education and Bilingualism, 25(4), 1194-1211. https://doi.org/10.1080/13670050.2020.1747976
Choi, J. (2021). Navigating tensions and leveraging identities: A young trilingual child’s emerging language ideologies. Journal of Language, Identity, and Education. https://doi.org/10.1080/15348458.2021.1964366
Choi, J. (2021). Demystifying simultaneous triliteracy development: One child’s emergent writing practices across three scripts focusing on letter recognition, directionality, and name writing. The Journal of Early Childhood Literacy, 21(4), 614-636. https://doi.org/10.1177/1468798419896064
Shin, J., Pang, M.*, Angay-Crowder, T., Choi, J., & Cho, A. (2020). Bringing transformed practices and identities into the center of language teachers’ pedagogy: Neglected component of multiliteracies. TESOL International Journal, 15(6), 60-83. https://www.elejournals.com/tesol-journal/tij-2020/volume-15-issue-6-2020/
Choi, J. (2019). A child’s trilingual language practices in Korean, Farsi, & English:
From a sustainable translanguaging perspective. International Journal of Multilingualism, 16(4), 534-548. https://doi.org/10.1080/14790718.2019.1593423
Choi, J. (2018). Raising children as multilinguals in the U.S. context: Perspectives from
a parent and educator. Multicultural Perspectives, 20(4), 247-252. https://doi.org/10.1080/15210960.2018.1527157
Choi, J., & Tinker Sachs, G. (2017). Adolescent multilinguals’ engagement with religion in a book club. Journal of Adolescent and Adult Literacy, 60 (4), 415-423. https://doi.org/10.1002/jaal.591
Choi, J., & Yi, Y. (2016). Teachers' integration of multimodality into classroom practices for English language learners. TESOL Journal, 7(2), 304-327. https://doi.org/10.1002/tesj.204
Yi, Y. & Choi, J. (2015). Teachers’ views of multimodal practices in K-12 classrooms: Voices from teachers in the United States. TESOL Quarterly, 49 (4), 838–847. https://doi.org/10.1002/tesq.219
Choi, J. (2015, Fall). A heritage language learner’s literacy practices in a Korean language course in a U.S. university: From a multiliteracies perspective. Journal of Language and Literacy Education, 11(2), 116-133. http://jolle.coe.uga.edu/wp-content/uploads/2015/10/Article-6_Choi-FINAL.pdf
Tinker Sachs, G., Carr, K., Limb, P., Choi, J., & Odo, D. M. (2014). An award-winning ESOL endorsement program: A case for ethnographic approaches in teacher education. GATEways to Teacher Education: A Journal of the Georgia Association of Teacher Educators, 15(1), 2-12. https://issuu.com/gaate/docs/gateways_2014
Angay-Crowder, T., Choi, J., & Yi, Y. (2013). Multimodal literacies and technology: Digital storytelling for multilingual adolescents in a summer program. TESL Canada Journal, 30(2), 36-45. https://doi.org/10.18806/tesl.v30i2.1140
Choi, J., & Yi, Y. (2012). The use and role of pop culture in heritage language learning: A study of advanced learners of Korean. Foreign Language Annals, 45(1), 110-129.https://doi.org/10.1111/j.1944-9720.2012.01165.x
Choi, J. (2009). Asian English language learners’ identity construction in an after school literacy site. Journal of Asian Pacific Communication, 19, 130-161. https://doi.org/10.1075/japc.19.1.07cho
Wallace, F. H., Deming, M. P., Hunter, S., Belcher, L., & Choi, J. (2006). More than just words: A model for designing effective health messages for those at-risk for HIV, Reading Research and Instruction, 46(1), 275-292.
Chapters in Books
Angay-Crowder, T., & Choi, J. (2024). Navigating identities, tensions, and (non)agentive positions in a “culture” course: A case study of two multilingual ESOL pre-service teachers. In Z Tajeddin and B Yazan (Eds). Language teacher identity tensions: Nexus of agency, emotion, and investment. Routledge.
Angay-Crowder, T., Choi, J., Khote, N. & Shin, J. (2023). Embedding multilingualism in undergraduate courses:
A need for heteroglossia in US TESOL teacher preparation programs. In K Raza, C Coombe
& D Reynolds (Eds). Handbook of Multilingual TESOL in Practice. Springer.
Choi, J. (2022). Two young siblings’ translingual literacy practices in a trilingual home
in the U.S. Accepted for a book chapter in H Cho and K Song (Eds.). Korean as a heritage language: Research on teaching and learning from translingual
perspectives. Routledge. https://doi.org/10.4324/9781003227250-7
Shin, J., Khote, N., Lew, S., & Choi, J. (2022). Optimizing practica in teacher education for TESOL. In Chang Pu and Wayne
Wright (Eds.), Innovating the practicum in TESOL teacher education: Design, implementation, and pedagogy
in an era of change. Routledge.
Choi, J., Angay-Crowder, T., & Shin, J. (2022). Affordances and challenges of translanguaging pedagogy: Perspectives of two in-service content area teachers. In Sarah DeCapua and Eda Hancı-Azizoglu (Eds.). Global and transformative approaches toward linguistic diversity (pp. 298-314). IGI Global. https://doi.org/10.4018/978-1-7998-8985-4.ch016
Angay-Crowder, T., Choi, J., & Tinker Sachs, G. (2021). Three ELT transnational practitioners’ identities and
critical practice through teaching and research. In R. Jain, B. Yazan, & S. Canagarajah
(Eds.). Transnational identities and practices in English Language Teaching. Multilingual Matters.
Choi, J. (2014). A beginning professor’s linguistic and teaching identity. In G. Tinker Sachs
& G. Verma (Eds.). Critical mass in the teacher education academy: Symbiosis and diversity (pp. 87-97). Common Ground Publishing.
Refereed Book Reviews
Choi, J., Park, J.*, Shin, J.*, Pang, M.*, & Cho, A.* (2018). [Review of the book The translanguaging
classroom: Leveraging student bilingualism for learning, by O. García, S. Ibarra Johnson,
& K. Seltzer]. TESOL Journal, 9(3), 557-559. https://doi.org/10.1002/tesj.370
Choi, J., Shin, J.*, & Cho, A.* (2017). [Review of the book Maintaining three languages: Teenage
years (Parents' and teachers' guides), by X. L. Wang]. International Journal of Multilingualism, 14(4), 478-481. https://doi.org/10.1080/14790718.2016.1257538
Choi, J., & Pang, M.* (2015, November 12). [Review of the book Children's literature in second
language learning, edited by J. Bland & C. Lütge]. Teachers College Record. (by invitation)
Refereed Creative Works/Public Scholarship
Gazioglu, M. & Choi, J. (2023, February 15). Raising trilingual children in a monolingual society: Joys and challenges from the trenches. Accessed from https://www.habilnet.org/trilingual-children-joys-and-challenges.
Choi, J. (Fall 2018). Multilingual self: Inspired by a recent trip to Peru. GATESOL in Action Journal [Poetry]. Volume 1, Accessed from http://georgiatesoljournal.org/ojs/index.php/GATESOL/article/view/72
Choi, J. (Spring/Summer 2018). To my trilingual preschoolers. Ubiquity: The Journal of Literature, Literacy and the Arts, Creative Works Strand, 5(1), 16. Accessed from http://ed-ubiquity.gsu.edu/wordpress/choi-5-1/
Manuscripts under Review or under Revision
Choi, J., Angay-Crowder, T., & Gazioglu, M. (under review). Trilingual families’ border thinking in the U.S.: Avenues of disrupting linguistic colonialism.
Choi, J., & Lew, S. (under review). Becoming border pedagogists: Ethnolinguistically minoritized women as bilingual coaches in South Korea.
Manuscripts in Preparation
Choi, J., Angay-Crowder, T., & Gazioglu, M. (under contract). Trilingual families in the US: Languages practices from justice-oriented perspectives. Bilingual Education and Bilingualism series (Nancy Hornberger & Wayne Wright (editors)), Multilingual Matters (Expected date of delivery: June 2024).
Selected Awards & Honors Received:
The 2024-2025 BCOE Outstanding Partnerships & Community Engagement Award, February,
2024
Bagwell College of Education
Kennesaw State University
The 2024-2025 BCOE Outstanding Student Success Award, February, 2024
Bagwell College of Education
Kennesaw State University
The 2023-2024 BCOE Outstanding Innovation Award, February 2023
Bagwell College of Education
Kennesaw State University
The 2022-2023 BCOE Outstanding Senior Research Award, February 2022
Bagwell College of Education
Kennesaw State University
The Madhuri And Jagdish N. Sheth Faculty Award for Distinguished International Achievement, 2021
The Center for Excellence in Teaching and Learning (CETL)
Kennesaw State University
The 2021-2022 BCOE Outstanding International Engagement Award
Bagwell College of Education
Kennesaw State University
Extramural Grants Received:
The National Professional Development (NPD) Program Grant
Principal Investigator(PI) for Expanding Bi/Multilingual Teacher Pathways in Georgia
through Kennesaw State University’s TESOL Programs (2024-2029)
Administered by the U.S. Department of Education’s Office of English Language Acquisition (OELA)
Atlanta Global Research and Education Collaborative (AGREC), April 19 2024
PI, Application: “Empowering Multilingual Communities in Atlanta and South Korea:
A New Partnership with Georgia Association of Multilingual, Multicultural Education”
The Atlanta Global Studies Center (AGSC)
HabilNet Grant, Jan. 2023 to Dec. 2024
PI, Application: “Toward harmonious multilingualism: Research about trilingual families
with children and a website featuring families’ stories in multilingual videos”
HabilNet, the Harmonious Bilingualism Network
https://trilingualfamilies.com
https://www.youtube.com/@TrilingualFamilies-in-the-USA
Atlanta Global Research and Education Collaborative (AGREC), August 2022
CO-PI, Application: “Enhancing global and STEM knowledge through virtual exchanges:
Partnership between a Korean Dual Language Program in Georgia and an elementary school
in South Korea”
The Atlanta Global Studies Center (AGSC)
Atlanta Global Research and Education Collaborative (AGREC), 2021
CO-PI, Application: “Connecting global and local: Curricular development and global
partnership in a Korean specials class at a public elementary school”
The Atlanta Global Studies Center (AGSC)
Selected Internal Grants Received:
The Sophomore Scholars Program, May 15, 2024
PI, Application: Supporting Multilingual, Immigrant-Origin Students
Office of Undergraduate Research, KSU
BCOE Research Team Grant, April 8 2024
Proposed project: “Dual Language and Bilingual Education (DLBE) Research Team: (In)Equitable
Practices in Gwinnett County Public Schools’ DLBE programs”
PI, Submitted with Jihye Kim, Tuba Angay-Crowder, Ji Hye Shin, Jeehye Park, and Zuri
Espinosa
Bagwell College of Education
Kennesaw State University
BCOE Summer Term Professor Scholarship Pilot Fellowship Program, April 10 2024
Proposed project: “Increasing Enrollment and Retention in KSU’s TESOL Programs through
National Professional Development Grants”
Bagwell College of Education
Kennesaw State University
The Diversity Research Grant, March 2024
PI (Choi), Application: “Empowering Undergraduate Researchers from immigrant and multilingual
backgrounds at KSU”
Division of Organizational Effectiveness, Leadership Development, and Inclusive Excellence
(OLI)
Kennesaw State University
Scholarship of Teaching and Learning (SoTL) Conference Presentation Funds Program,
March, 2024
Center for Excellence in Teaching and Learning
Kennesaw State University
BCOE Global Collaboration Grant 2023-24, Jan. 12, 2024
Application: Decolonizing and empowering ethnolinguistically minoritized populations:
A new partnership with Namdong District Family Center in Incheon, South Korea
Bagwell College of Education
Kennesaw State University
The First Year Scholars Program (FYSP), August 2023
PI, Application: Supporting Multilingual, Immigrant-Origin Students
Office of Undergraduate Research, KSU
The 2021-2022 BCOE Research Team Grant, 2023
Application: “The Trilingual Research Team: Voices from Trilingual Families in the
United States”
Bagwell College of Education
Kennesaw State University
BCOE-Hassan II University Faculty Collaboration Grant, January 2022
PI, Application: “Research and teaching collaboration between KSU in the US and H2UC
in Morocco: Challenging colonial perspectives about children and youth with minoritized
languages”
Bagwell College of Education, KSU
The Special Research Initiative, October 2022
PI, Application: “Theorizing university-school district partnerships and STEM instruction
in a Korean-English dual language bilingual education program”
Bagwell College of Education, KSU
First Year Scholars Program (FYSP), August 2022
PI, Application: Supporting Multilingual, Immigrant-Origin Students
Office of Undergraduate Research, KSU
Vertically Integrated Projects (VIP) program, May 2022
Proposed project: “Supporting Multilingual Learners and their Teachers, Parents, and
Communities (MLTPC)”
Office of Undergraduate Research
Kennesaw State University
FY22 OVPR Research/Scholarship Seed Grants, 2021
Proposed project: “Enhancing Teaching and Learning in a New Korean-English Dual Language
Immersion (DLI) Program in Georgia”
The Office of Research (OoR)
Kennesaw State University
FY22 Sponsored Postdoctoral Researcher (funded to hire a full-time postdoc for 2021-2022)
The Office of Research (OoR)
Kennesaw State University
The 2021-2022 BCOE Research Grants, 2021
Proposed project: “Anti-bias multicultural lessons through children’s picture books
in South Korea”
Bagwell College of Education
Kennesaw State University
The 2020-2021 BCOE Research/Scholarship Program, 2020
Application: “Research on a Korean Dual Language Immersion (DLI) program in Georgia”
Bagwell College of Education
Kennesaw State University
