Publications

Lee, J., & Choi, M.-S. (in press). Learning to notice quality interactions: Preservice teachers’ sense-making of multilingual family engagement in community-based fieldwork. Early Childhood Education Journal.

Choi, M.-S., Lee, J., & Yu, Y. (in press). A multilingual youth's translator identity through home literacy activities. Urban Education.

Choi, M.-S., & Lee, J. (2026). Constrained multilingualism in a Korean sojourner family's museum learning. Language and Intercultural Communication, 26(3), 533–549. https://doi.org/10.1080/14708477.2026.2669780

Choi, M.-S., & Lee, J. (2026). Preparing elementary pre-service teachers to integrate translanguaging pedagogy through multilingual family research. International Electronic Journal of Elementary Education, 18(2), 245–260. https://doi.org/10.26822/iejee.2026.431

Choi, M.-S. (2026). A Korean sojourning bilingual child's diary as translanguaging spaces. Journal of Language, Identity, and Education, 25(1), 69–85. https://doi.org/10.1080/15348458.2023.2298393

Choi, M.-S., & Lee, J. (2025). Integrating multilingualism and asset-based pedagogies in literacy education: Preparing preservice teachers through family learning observation. Literacy Research: Theory, Method, and Practice, 74(1), 396–423. https://doi.org/10.1177/23813377251358188

Choi, M.-S. (2024). Translanguaging through pointing gestures: Enhancing multilingual family literacy at a science museum. Journal of Early Childhood Literacy, 24(3), 605–632. https://doi.org/10.1177/14687984241276290

Choi, M.-S. (2022). A sojourning multilingual family's sense-making in a science museum: A repertoire approach. Linguistics and Education, 72, Article 101106. https://doi.org/10.1016/j.linged.2022.101106

Choi, M.-S., & Rhoades, M. (2020). Ways of seeing through desk critique: Intertextuality as a pedagogical tool for learning opportunities. Teaching in Higher Education, 27(7), 923–942. https://doi.org/10.1080/13562517.2020.1759527

Choi, M.-S., & Seilstad, B. (2020). Stance, identity, and marginalization: A micro-ethnographic study in an ESL biology classroom. International Journal of TESOL Studies, 2(1), 83–98. https://doi.org/10.46451/ijts.2020.06.06

Choi, M.-S. (2011). An examination of the effects of shadowing on English listening ability of Korean middle school students. Korean Journal of Applied Linguistics, 27(3), 55–80.

Lee, J., & Choi, M.-S. (2026). Translanguaging in historical inquiry: Integrating language, literacy, and critical thinking. In N. E. Keefer & E. J. Parker (Eds.), Teaching social studies in language immersion contexts: Pedagogy and methods for integrating content and target language acquisition. National Council for the Social Studies.

Choi, M.-S., & Lee, J. (2025). Enhancing preservice teachers' engagement with asset-based pedagogies: Curriculum revision and implications. In L. Liu, N. Mohamed, C.-C. Lin, C. Bauler, & K. Kapur (Eds.), Funds of knowledge in teacher education: Sustaining local diversity amidst global standards. IGI Global.

Choi, M.-S. (2025). The role of signage in multilingual family learning in a science museum. In M. Christison & A. Krulatz (Eds.), Promoting multilingual practices with linguistically diverse learners in global contexts. Routledge.

Choi, M.-S., & Kim, D. (2024). Enhancing students' writing skills through a dialogic process with instructional AI in the post-pandemic era. In L. Tomei & D. Carbonara (Eds.), Exploring technology-infused education in the post-pandemic era. IGI Global.

Roose, T., Choi, M.-S., & Manion, C. (2024). (Re)framing uncertainty as opportunity: A study of international teaching assistants in writing classrooms across the curriculum. In M. Tseptsura & T. Ruecker (Eds.), Nonnative English speaking teachers of writing. WAC Clearinghouse.

Choi, M.-S., Roose, T., & Manion, C. (2022). Teaching as transnational spaces: Exploring the teacher identity construction of international graduate teaching associates of second-year writing courses. In R. Jain, B. Yazan, & S. Canagarajah (Eds.), Transnational research in English language teaching: Critical pedagogies, practices, and identities (pp. 204–222). Multilingual Matters.

Choi, M.-S. (2022). Emergent bilingual family's involvement strategies for scientific sense-making in a science museum: A multimodal interaction analysis. In S. Brown & L. Hao (Eds.), Multimodal literacies in young emergent bilinguals: Speaking back to print-centric practices (pp. 291–303). Multilingual Matters.

Seilstad, B., Braun, D., Kim, S., & Choi, M.-S. (2018). Bilingual biome: Revising and redoing monolingual instructional practices for multilingual students. In H. Hansen-Thomas & M. Stewart (Eds.), Engaging research series: Transforming practices for the high school classroom (pp. 111–126). TESOL International.

Choi, M.-S. (2019). [Review of the book Engaged language policy and practice, by K. A. Davis & P. Phyak]. International Multilingual Research Journal, 13(4), 294–296.

Choi, M.-S. (2018). [Review of the book Children's spatialities: Embodiment, emotion and agency, by J. Seymour, A. Hackett, & L. Procter]. Journal of Early Childhood Literacy, 18(3), 428–431.