Books
Pozzi, R., Quan, T., & Escalante, C. (Eds.) (2021). Heritage speakers of Spanish and study abroad. Routledge.
Peer-reviewed publications
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. (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
Pozzi, R., Escalante, C. & Quan, T. (accepted). "Being myself in Spanish": One heritage speaker's sociopragmatic development during study abroad 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.
Quan, T., Escalante, C. & Pozzi, R. (accepted with minor revisions). 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., Chavez, J.*, & Menard-Warwick, J. (under review). Developing translingual competence and awareness in a study abroad Spanish language classroom.
Quan, T. (under review). “You teach Spanish?”: Reflections on language, identity, and (il)legitimacy. In D. Grammon, S. Loza, D. Magaña, & A. Schwartz (Eds.), Aquí se habla.
Quan, T. (in preparation). Ideologías raciolingüísticas y la ausencia de lxs latinxs asiáticxs en la enseñanza de español [‘Raciolinguistic ideologies and the absence of Asian Latinxs in Spanish language teaching’].
Quan, T. (in preparation). Critical Translingual Awareness in Language Programs. In A.V. Brown, C. Crane, B. Dupuy, & E. Ene (Eds.), Routledge Handbook of Language Program Administration. Routledge.
Quan, T., Escalante, C. & Pozzi, R. (accepted with minor revisions). 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., Chavez, J.*, & Menard-Warwick, J. (under review). Developing translingual competence and awareness in a study abroad Spanish language classroom.
Quan, T. (under review). “You teach Spanish?”: Reflections on language, identity, and (il)legitimacy. In D. Grammon, S. Loza, D. Magaña, & A. Schwartz (Eds.), Aquí se habla.
Quan, T. (in preparation). Ideologías raciolingüísticas y la ausencia de lxs latinxs asiáticxs en la enseñanza de español [‘Raciolinguistic ideologies and the absence of Asian Latinxs in Spanish language teaching’].
Quan, T. (in preparation). Critical Translingual Awareness in Language Programs. In A.V. Brown, C. Crane, B. Dupuy, & E. Ene (Eds.), Routledge Handbook of Language Program Administration. Routledge.
Other publications
Quan, T. & Harwood Theisen, C. (2015). The TA's Guide to Effective Teaching at UC Davis (pdf)
