Selected Conference Presentations

• Wang, M., Verdi, G., Ebsworth, M. (2023, April 13-16). Using Teacher Narratives to Explore the Intersection between Positioning and Emotion: A Teacher’s Journey was presented at the American Educational Research Association (AERA) Annual Conference in Chicago, IL.
• Wang, M. & Dovchin. S. (2023, April 13-16). Resistance to Linguistic Racism, Symbolic Violence, and White Gaze was presented at the AERA Annual Conference in Chicago, IL.
• Wang, M. (2022, July 24-27). Positioning, graphicons, and pragmatic force: A multimodal discourse analysis of a WeChat discussion was presented at the Positioning Conference at the University at Buffalo, SUNY.
• Hong, H, Cai, Q, & Wang, M. (2022, April 21-26). Exploring Children’s Argumentation as a Heuristic Intertextual Practice was presented at the AERA Annual Conference in San Diego, CA.
• Wang, M. (2022, February 8-10, 2022). “You know what I mean?”: A pragmatic analysis of function and power in daily conversations was accepted by the National Association for Bilingual Education (NABE) Annual Conference in New York City, NY.
• Louick, R, & Wang, M. (2021, April 9-12). Classroom Discourse and Disability: Interactional Opportunities for Development of Self-Determination Beliefs was presented at the AERA Annual Meeting.
• Ness, D, Wang, M, & Li, H. (2021, March 20-23). Emotions as Positioning and Agency: A TESOL Teacher Candidate’s Learning and Teaching Narratives was presented at the American Association for Applied Linguistics (AAAL).
• Wang, M. (2020, Apr 17-21). “Why Should I Not Speak [Chinese] in Public in America?” Speech Acts, Positioning, and Agency [Paper Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/wlj5qxf (Conference Canceled)
• Wang, M. (2020, Apr 17-21). Saving Mianzi: A Cultural and Interactional Context for Positioning and Agency Through WeChat Discussion [Roundtable Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/vnzuwpn (Conference Canceled)
• Wang, M. & Louick, R. (2020, Apr 17-21). Positioning and Motivation: A Discourse Analysis of Classroom Interactions Between Teacher and Students with Disabilities [Poster Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/ugkyy3f (Conference Canceled)
• Wang, M. (02/2020). “Emergent Bilinguals’ Lived Experiences and Teachers’ Agency: A Narrative Analysis of Two Teaching Reflections” was accepted by the 49th Annual Conference of NABE in Las Vegas, Nevada.
• Wang, M. (10/2019). “How English language learners use resources to negotiate their agency and position in society” presented at Northeastern Educational Research Association in Trumbull, Connecticut.
• Wang, M. (10/2019). “Satellite Baby Students’ Live experiences, TESOL Teacher Candidates’ Positioning, Agency, and Pedagogy” presented at Northeastern Educational Research Association in Trumbull, Connecticut.
• Wang, M., & Ness, D. (08/2019). “Identity, Membership, and Skin Color: Through a Lens of Positioning Theory to Understand a Multilingual Speaker’s Struggle for a Sense of Belonging” presented at the British Association of Applied Linguistic Conference in Manchester, the UK.
• Wang, M. & Ness, D. (04/2019). “‘It’s a modified version of myself’: An Immigrant Student’s Narrative of Language Learning” presented at AERA in Toronto, Canada.
• Wang, M. (03/2019). “No, I mean, where are you originally from?”: An Immigrant Student’ Identity Negotiation” presented at NABE in Lake Buena Vista, Florida.
• Wang, M. (10/2018). “Textualization of Social Positioning and Agency in a WeChat Discussion Group” presented at the 49th Annual Conference of Northeastern Educational Research Association (NERA) in Trumbull, Connecticut.
• Wang, M. (10/2018). “Verbal and Non-Verbal Communication as Social Positioning and Agency” was presented at the 49th Annual Conference of Northeastern Educational Research Association (NERA) in Trumbull, Connecticut.
• Wang, M., & Ness, D. (06/2018). “Influences of Chinese Names and Keepsakes on L2 Learners’ Identity Construction and Agency Achievement ” presented at the International Society for Language Studies (ISLS) Conference at Waterloo, Toronto.
• Wang, M. (05/2018). “Social Positioning, Agency, and Critical Pedagogy” was presented at the Fourteenth Congress of Qualitative Inquiry (QI) at the University of Illinois at Urbana-Champaign.
  Wang, M. (04/2018). “‘Can You Speak English?’”: A Chinese ELI Student’s Positioning and Agency” presented at AERA in New York.
• Wang, M. (04/2018). “ELLs’ Lived Experiences as Pedagogy: A Discourse Analysis of a Teacher’s Teaching Narratives” presented at the American Association for the Advancement of Curriculum Studies (AAACS) in New York.
• Wang. M. (03/2018). “‘I Know What Their Struggles Look Like Because I Was There’: Social Positioning, Agency, and L2 Teaching” presented at the American Association for Applied Linguistics (AAAL) Conference in Chicago.
• Wang, M. (02/2018). “Chinese Symbolic and Material Artifacts, Agency, and Identity Development” presented at the 14th Annual Globalization, Diversity, and Education Conference at Washington State University.

• Wang. M. (2023). Research Performance Award (20,000 RMB)
• Wang, M. (2023). Recipient of International Travel Award for the Annual AERA conference ($1000)
• Wang, M. (03/2021). AERA Multicultural/Multiethnic Education SIG Early Career Scholar Conference Grant ($500)
• Wang, M. (09/2018). St. John’s University Faculty Recognition Award ($1,000)
• Wang, M. (05/2015). The AERA Second Language Research SIG travel grant award ($500)
• Wang, M. (04/2013). Anna & Harold Paige Scholarship College of Education, the University of Alabama ($1,500)

BOOK

• Wang, M. (2020). Multimodalities and Chinese students’ L2 practices: Positioning, agency, and community. Lanham, MD: Rowman & Littlefield.

BOOK CHAPTERS

• Dryden. S., Wang, M., & Dovchin, S. (in press). Accentism. In S. Dovchin, J. Setter, & V. Ramjattan (Eds.), The Oxford handbook of language & prejudice. Oxford University Press.
• Hong, H., Liwanag, M. P. U., Liu, X., & Wang, M. (2022). Multicultural children’s literature. In R. Milner & J. Bennett (Eds.), Teaching and Teacher Education. Bloomsbury Publishing.
• Wang, M., & Ness, D. (2021). “I see myself as another teacher”: Co-teaching practice for ELLs in a science class. In B. Yoon (Eds.), Effective teacher collaboration for ELLs: Cross-curricular insights from K-12 classrooms Routledge Research in Language Education Series. New York: Routledge.

ARTICLES

• Wang, M., McVee, M., & Ding, J. (2023). “这个真的不好说.” (It is hard to say): Positioning, graphicons, and culture: A multimodal discourse analysis of a WeChat discussion. SAGE Open. https://doi.org/10.1177/21582440231193346
• Wang, M., & Dovchin, S. (2022). “Why should I not speak my own language (Chinese) in public in America?”: Linguistic racism, symbolic violence, and resistance. TESOL Quarterly. https://onlinelibrary.wiley.com/doi/abs/10.1002/tesq.3179
• Hong, H., Cai, Q., & Wang, M. (2022). Exploring young children’s argumentation as a social intertextual practice. Journal of Early Childhood Literacy. https://doi.org/10.1177/14687984211070731
• Louick, R., & Wang, M. (2021). Classroom discourse and learning disability: Interactional opportunities for development of self-determination beliefs. Journal of Educational Research, 114(1), 52-63. https://doi.org/10.1080/00220671.2021.1872475
• Wang, M. (2020). “They make me who I am today”: A science teacher’s narrated positioning, agency, and mediated pedagogy with bilingual and multilingual students. Journal of Multilingual Education Research, 10(5), 85-104. https://files.eric.ed.gov/fulltext/EJ1310544.pdf
• Wang, M. (2020). Satellite baby students’ lived experiences, TESOL teacher candidates’ positioning, agency, and pedagogy. Critical Inquiry in Language Studies, 18(1), 41-64.
  https://doi.org/10.1080/15427587.2020.1796483
• Wang, M., & Louick, R. (2020). Positioning and motivation: A discourse analysis of classroom interactions between teacher and students with disabilities. Learning Disabilities: A Multidisciplinary Journal, 25(2), 27-39. https://doi.org/10.18666/ldmj-2020-v25-i2-10310
• Wang, M. (2020). “It is a constant struggle of trying to ‘stick to my roots’”: A narrative inquiry of an immigrant’s identities-in-making. Critical Inquiry in Language Studies, 17(3),166-185. https://doi.org/10.1080/15427587.2020.1713786

Second language acquisition and literacies, raciolinguistics, positioning and agency, teacher and learner identity, discourse and narrative analysis, multimodality, speech acts, and culturally relevant pedagogy.