Books
Pozzi, R., Quan, T., & Escalante, C. (Eds.) (2021). Heritage speakers of Spanish and study abroad. Routledge.
Peer-reviewed publications
Quan, T. (in press). “You teach Spanish?”: Reflections on language, identity, and (il)legitimacy. In D. Grammon, S. Loza, D. Magaña, & A. Schwartz (Eds.), Aquí se habla: Centering the local and the personal in Spanish language education.
Quan, T., Chavez, J.*, & Menard-Warwick, J. (2024). Developing translingual competence and awareness in a study abroad Spanish language classroom. Journal of Multilingual and Multicultural Development. 1–16. https://doi.org/10.1080/01434632.2024.2348601
Pozzi, R., Escalante, C. & Quan, T. (2023). "Being myself in Spanish": A Mexican-American student’s address form choices, investment, and identity in Argentina. In A. George (Ed.), Special Issue on Heritage Speakers in Study Abroad in Study Abroad Research in Second Language Acquisition and International Education, 8(2), 230-259.
Quan, T., Diao, W., & Trentman, E. (2023). Returning to “normal”?: Reimagining study abroad and language learning for sustainable and equitable futures. In R. Blake & K. Morris (Eds.), Special Issue on “Study Abroad and L2 Learning in Times of COVID and Beyond” in L2 Journal, 15(2). https://doi.org/10.5070/L215260152
Quan, T. (2021). Critical approaches to Spanish language teacher education: Challenging raciolinguistic ideologies and fostering critical language awareness. Hispania, 104(3), 447-459.
Pozzi, R., Escalante, C. & Quan, T. (2021). The pragmatic development of heritage speakers studying abroad in a non-heritage country. In R. Pozzi, T. Quan, and C. Escalante (Eds.), Heritage speakers of Spanish and study abroad. Routledge.
Quan, T. & Menard-Warwick, J. (2021). Translingual & transcultural reflection in study abroad: Case study of a Vietnamese-American in Guatemala. The Modern Language Journal, 105(1), 355-370. http://doi.org/10.1111/modl.12701. [Winner of MLJ Best Articles of 2021]
Quan, T. (2021). Study abroad as a transformative translanguaging space for Spanish heritage speakers. In W. Diao and E. Trentman (Eds.), Language learning in study abroad: The multilingual turn (pp. 170-189). Multilingual Matters.
Quan, T. (2020). Critical language awareness and L2 learners of Spanish: An action research study. Foreign Language Annals, 53(4), 897-919. http://dx.doi.org/10.1111/flan.12497
Quan, T., Bracho, C., Wilkerson, M., and Clark, M. (2019). Empowerment and Transformation: Integrating teacher identity, activism, and criticality across three teacher education programs. Review of Education, Pedagogy, and Cultural Studies, 41(4-5), 218-251. (pdf)
Quan, T. (2019). Competing identities, shifting investments, and L2 speaking during study abroad. L2 Journal, 11(1), 1-19. (pdf)
Quan, T. (2018). Acquisition of formulaic sequences in a study abroad context. Study Abroad Research in Second Language Acquisition and International Education, 3(2), 220-242. (pdf)
Quan, T., Pozzi, R., Kehoe, S., & Menard-Warwick, J. (2018). Spanish heritage language learners in study abroad across three national contexts. In Sanz, C. & Morales Front, A. (Eds.), The Routledge Handbook of Study Abroad Research and Practice. New York, NY: Routledge. (pdf)
Quan, T. (2018). Learning language while negotiating race and ethnicity abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, XXX(2), 32-46. (pdf)
Quan, T. (2017). Parents learning language together: The case of a bilingual parent group. Bilingual Research Journal, 40(3), 289-303. (pdf)
Quan, T., Chavez, J.*, & Menard-Warwick, J. (2024). Developing translingual competence and awareness in a study abroad Spanish language classroom. Journal of Multilingual and Multicultural Development. 1–16. https://doi.org/10.1080/01434632.2024.2348601
Pozzi, R., Escalante, C. & Quan, T. (2023). "Being myself in Spanish": A Mexican-American student’s address form choices, investment, and identity in Argentina. In A. George (Ed.), Special Issue on Heritage Speakers in Study Abroad in Study Abroad Research in Second Language Acquisition and International Education, 8(2), 230-259.
Quan, T., Diao, W., & Trentman, E. (2023). Returning to “normal”?: Reimagining study abroad and language learning for sustainable and equitable futures. In R. Blake & K. Morris (Eds.), Special Issue on “Study Abroad and L2 Learning in Times of COVID and Beyond” in L2 Journal, 15(2). https://doi.org/10.5070/L215260152
Quan, T. (2021). Critical approaches to Spanish language teacher education: Challenging raciolinguistic ideologies and fostering critical language awareness. Hispania, 104(3), 447-459.
Pozzi, R., Escalante, C. & Quan, T. (2021). The pragmatic development of heritage speakers studying abroad in a non-heritage country. In R. Pozzi, T. Quan, and C. Escalante (Eds.), Heritage speakers of Spanish and study abroad. Routledge.
Quan, T. & Menard-Warwick, J. (2021). Translingual & transcultural reflection in study abroad: Case study of a Vietnamese-American in Guatemala. The Modern Language Journal, 105(1), 355-370. http://doi.org/10.1111/modl.12701. [Winner of MLJ Best Articles of 2021]
Quan, T. (2021). Study abroad as a transformative translanguaging space for Spanish heritage speakers. In W. Diao and E. Trentman (Eds.), Language learning in study abroad: The multilingual turn (pp. 170-189). Multilingual Matters.
Quan, T. (2020). Critical language awareness and L2 learners of Spanish: An action research study. Foreign Language Annals, 53(4), 897-919. http://dx.doi.org/10.1111/flan.12497
Quan, T., Bracho, C., Wilkerson, M., and Clark, M. (2019). Empowerment and Transformation: Integrating teacher identity, activism, and criticality across three teacher education programs. Review of Education, Pedagogy, and Cultural Studies, 41(4-5), 218-251. (pdf)
Quan, T. (2019). Competing identities, shifting investments, and L2 speaking during study abroad. L2 Journal, 11(1), 1-19. (pdf)
Quan, T. (2018). Acquisition of formulaic sequences in a study abroad context. Study Abroad Research in Second Language Acquisition and International Education, 3(2), 220-242. (pdf)
Quan, T., Pozzi, R., Kehoe, S., & Menard-Warwick, J. (2018). Spanish heritage language learners in study abroad across three national contexts. In Sanz, C. & Morales Front, A. (Eds.), The Routledge Handbook of Study Abroad Research and Practice. New York, NY: Routledge. (pdf)
Quan, T. (2018). Learning language while negotiating race and ethnicity abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, XXX(2), 32-46. (pdf)
Quan, T. (2017). Parents learning language together: The case of a bilingual parent group. Bilingual Research Journal, 40(3), 289-303. (pdf)
Manuscripts in progress
Quan, T., Escalante, C. & Pozzi, R. (accepted). El contexto social en la enseñanza de español [‘Social context in Spanish language teaching’]. In C. Sanz, E. Serafini, & I. Taboada (Eds.), Manual para la Formación de Profesores de Español. Wiley.
Quan, T. (accepted). Critical Translingual Awareness in World Language Programs. In A.V. Brown, C. Crane, B. Dupuy, & E. Ene (Eds.), Routledge Handbook of Language Program Administration. Routledge.
Quan, T. & Echeverri Sucerquia, P.A. (under review). Critical Approaches to Teaching Spanish. In M. Lacorte (Ed.), Routledge Handbook of Hispanic Applied Linguistics (2nd ed.). Routledge.
Quan, T. (under review). A U.S.-based Critical Needs Analysis for Spanish as a Heritage Language at a Post-secondary Institution. In R. Gilabert & A. Malicka (Eds.), From task-based needs analysis to task and syllabus design: insights from across educational contexts. John Benjamins.
Brown, E., Quan, T., & Rivas, J. (under review). Testing cumulative lexicalized effects in study abroad: Variable subject pronoun expression in Spanish as an additional language. In V. Regan & K. Kennedy (Eds.), Special Issue on the Development of Sociolinguistic Competence in Languages.
Quan, T., Amezcua, A., Leeman, J., Loza, S., & Serafini, E. (under review). Models for Centering Critical Language Awareness (CLA) in Spanish Language Teacher Education in the United States.
Wheeler, E. & Quan, T. (under review). Ni negra ni china: A Duoethnography of the Racialization of Blackness and Asianness in the Experiences of Two Spanish Linguists.
Burns, K. & Quan, T. (under review). The Ideological Positioning of Heritage Language Learners: A critical discourse analysis of world language teacher preparation texts.
Isordia, J., Kline, T., Menard-Warwick, J., Quan, T., & Reznicek-Parrado, L. (eds). (under contract). Raciolinguistics of Spanish in the US: Identities, ideologies, and pedagogies. De Gruyter.
Quan, T. (accepted). Critical Translingual Awareness in World Language Programs. In A.V. Brown, C. Crane, B. Dupuy, & E. Ene (Eds.), Routledge Handbook of Language Program Administration. Routledge.
Quan, T. & Echeverri Sucerquia, P.A. (under review). Critical Approaches to Teaching Spanish. In M. Lacorte (Ed.), Routledge Handbook of Hispanic Applied Linguistics (2nd ed.). Routledge.
Quan, T. (under review). A U.S.-based Critical Needs Analysis for Spanish as a Heritage Language at a Post-secondary Institution. In R. Gilabert & A. Malicka (Eds.), From task-based needs analysis to task and syllabus design: insights from across educational contexts. John Benjamins.
Brown, E., Quan, T., & Rivas, J. (under review). Testing cumulative lexicalized effects in study abroad: Variable subject pronoun expression in Spanish as an additional language. In V. Regan & K. Kennedy (Eds.), Special Issue on the Development of Sociolinguistic Competence in Languages.
Quan, T., Amezcua, A., Leeman, J., Loza, S., & Serafini, E. (under review). Models for Centering Critical Language Awareness (CLA) in Spanish Language Teacher Education in the United States.
Wheeler, E. & Quan, T. (under review). Ni negra ni china: A Duoethnography of the Racialization of Blackness and Asianness in the Experiences of Two Spanish Linguists.
Burns, K. & Quan, T. (under review). The Ideological Positioning of Heritage Language Learners: A critical discourse analysis of world language teacher preparation texts.
Isordia, J., Kline, T., Menard-Warwick, J., Quan, T., & Reznicek-Parrado, L. (eds). (under contract). Raciolinguistics of Spanish in the US: Identities, ideologies, and pedagogies. De Gruyter.
Other publications
Quan, T. (2024). Book review of Heritage Language Teaching: Critical Language Awareness Perspectives for Research and Pedagogy. Sergio Loza and Sara M. Beaudrie (Eds.), New York: Routledge (2022). Heritage Language Journal, 21(1), 1-7.
Quan, T. & Harwood Theisen, C. (2015). The TA's Guide to Effective Teaching at UC Davis (pdf)
Quan, T. & Harwood Theisen, C. (2015). The TA's Guide to Effective Teaching at UC Davis (pdf)