Publications

Arts-Rich Translanguaging Pedagogy

Choi, J., & Murray, L. (2025). Arts-rich translanguaging in community spaces: Vietnamese Australian parents đi chơi with collaborative bookmaking. The Language Learning Journal, 0(0), 1–21. https://doi.org/10.1080/09571736.2025.2564705

Vo, C., & Choi, J. (2025). Breaking deficit views through a “language as resource” orientation: One teacher’s journey of shifting lenses. TESOL in Context, 33(2). https://doi.org/10.21153/tesol2025vol33no2art2076

Choi, J., Cleeve Gerkens, R., & Ohki, S. (2024). Multilingual authors ‘standing taller’ in arts-rich translanguaging spaces. Language and Education, 0(0), 1–28. https://doi.org/10.1080/09500782.2024.2348599

Choi, J., Cleeve Gerkens, R., & Tomsic, M. (2023). “My book ideas were spinning in my head”: Arts-rich bookmaking experiences to create and sustain multilingual children’s meaning making flows and authorial voices. TESOL Quarterly, 0(0). https://doi.org/10.1002/tesq.3279

Slaughter, Y., & Choi, J. (2024). The affordances of identity texts with adult students with limited or interrupted formal education. English Teaching & Learning. https://doi.org/10.1007/s42321-024-00184-x

Translanguaging and digital technologies

Choi, J., & Slaughter, Y. (2025). Affordances and limitations of “the digital” for adult migrants with limited or interrupted formal education. TESOL in Context, 34(2). https://doi.org/10.21153/tesol2025vol34no2art2238

Slamet, M.J., Gannaway, J., & Choi, J. (2025). ‘It is AI-translated but not entirely … ’: Beyond-the-human meshwork in multilingual academic literacy practices. International Journal of Bilingual Education and Bilingualism, 1–21. https://doi.org/10.1080/13670050.2025.2576062

Translanguaging

Choi, J., Cleeve Gerkens, R., & Slamet, M. J. (2025). Sustaining a translanguaging community of practice: A narrative inquiry by teacher educators. Asia-Pacific Journal of Teacher Education, 1–21. https://doi.org/10.1080/1359866X.2025.2495772

Choi, J. (2022). Learning about multilingual language learning experiences through language trajectory grids. In J. Purkarthofer & M. Flubacher (Eds.), Speaking subjects – biographical methods in multilingualism research (pp. 173-182). Multilingual Matters. https://doi.org/10.21832/9781800415737-013

Choi, J., & Nunan, D. (2022). Learner contributions to materials in language teaching. In J. Norton & H. Buchanan (Eds.), The Routledge handbook of materials development for language teaching (pp. 429-440). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/b22783-37/learner-contributions-materials-language-teaching-julie-choi-david-nunan

Choi, J., & Liu, K. (2021). Knowledge building through collaborative, translation and translanguaging practices. Journal of Language, Identity, & Education, 1–16. https://doi.org/10.1080/15348458.2021.1974866

Slaughter, Y., Choi, J., Nunan, D., Black, H., Grimaud, R., & Trinh, H. (2021). The affordances and limitations of collaborative research in the TESOL classroom. TESOL in Context, 29(2), 35-61. https://doi.org/10.21153/tesol2020vol29no2art1433

Choi, J., & Slaughter, Y. (2020). Challenging discourses of deficit: Understanding the vibrancy and complexity of multilingualism through language trajectory grids. Language Teaching Research, 25(1), 81-104. https://doi.org/10.1177/1362168820938825

Choi, J., French, M., & Ollerhead, S. (Eds.) (2020). Translanguaging as a resource in teaching and learning. Australian Journal of Applied Linguistics, 3(1), 1-10. https://doi.org/10.29140/ajal.v3n1.283

Choi, J. (2019). Multilingual learners learning about Translanguaging through Translanguaging. [Special Issue] Applied Linguistics Review, 11(4), 625-648. https://doi.org/10.1515/applirev-2018-0117

Choi, J., & Najar, U. (2017). Immigrant and refugee women’s resourcefulness in English language classrooms: Emerging possibilities through plurilingualism. Literacy and Numeracy Studies: An International Journal in the Education of Training of Adults, 25(1), 20-37. https://doi.org/10.5130/lns.v25i1.5789

Choi, J. (2015). Creative criticality in multilingual texts. In R. Jones & J. Richards (Eds.), Creativity in language teaching (pp. 146-161). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9781315730936-10/creative-criticality-multilingual-texts-julie-choi

Drama & Literacy

Cleeve Gerkens, R. (2024). Using drama to enrich a genre-based pedagogy for teaching academic writing across content areas. The Australian Journal of Language and Literacy. https://doi.org/10.1007/s44020-024-00072-8

Cleeve Gerkens, R., Sallis, R., & O’Brien, A. (2023). Reflecting on embodied experience through an expert lens: Drama as a pedagogic tool for developing academic language proficiency in the middle-primary school. Research in Drama Education: The Journal of Applied Theatre and Performance. https://doi.org/10.1080/13569783.2023.2288647

Cleeve Gerkens, R. (2022). Drama as a pedagogic tool for developing academic language proficiency in the middle primary school. [Doctoral dissertation, University of Melbourne]. https://findanexpert.unimelb.edu.au/scholarlywork/1692474-drama-as-a-pedagogic-tool-for-developing-academic-language-proficiency-in-the-middle-primary-school