● Lin, Ching-Ching, Bauler, R., & Liu, Y. (2025). Co-learning in action: A collaborative autoethnographic study of Funds of Knowledge in teacher education, in Laura B. Liu, Naashia Mohamed, Ching-Ching Lin, Clara Vaz Bauler, and Kirti Kapur (Eds.) Funds of Knowledge in teacher education: Sustaining local diversity amidst global standards (pp. 53-78). Global IGI
● Lin, Ching-Ching and Wu, Ming-Hsuan (2025) “Navigating Taiwan's Bilingual 2030 Policy: Unveiling Teachers’ Glocalization Efforts and Agency,” Journal of Multilingual Education Research : Vol. 13, Article 6. DOI: https://doi.org/10.5422/jmer.2024-2025.v13.83-107Available at: https://research.library.fordham.edu/jmer/vol13/iss1/6
● Lin, Ching-Ching and Wang-Hiles, Lan (2024). “Toward an Asset-Based and Co-Learning Approach to Social-Emotional Learning: A Duo-Ethnographic Exploration”, Journal of Education, Language, and Ideology, Volume 2, Issue 1, pp. 43–68.
● Lin, Ching-Ching, Stef Wu, and Lorenzo Dumalina (2024). “Podcasting Across Borders: Navigating and Negotiating Culturally Responsive Practice in Virtual Exchange.” NYS TESOL JOURNAL (2024): 21-49.
● Wu, M.S, Lin, Ching-Ching. Hsiung, M.Y. & Min P. H. (2023), “Flipping the Script: A Collaborative Autoethnography of Agency and Voices in the Weaponization of Taiwan’s Bilingual Education Reform” in Kisha Bryan & Luis Javier Pentón Herrera, Weaponizing Language in the Classroom and Beyond, De Gruyter. pp. 33-59.
● Lin, Ching-Ching (2023): “Narrative Inquiry for Reimagining Social Studies Instruction”, EducationWeek. August 29, 2023
● Lin, Ching-Ching, (2023). “Digitally Mediated Dialogues: Collaborative Inquiry of 4 BIPOC TESOL Professionals," in Ching-Ching Lin & Clara Bauler (Ed.) (2024), Reimagining Dialogue: Identity, Language and Power, Multilingual Matters
● Lin, Ching-Ching (2022): “Beyond SIOP”, EducationWeek. October 06, 2022
● Bauler, B., Phung, L. & Lin, Ching-Ching (2022), “Roasting Turkey, Toasting Identities: Reimagining Identities through Living and Cooking”, Mosaic, 2022, Issue 1, pp. 16-22. A video version is available via this link.
● Lin, Ching-Ching & Kirti Kapur (2021), Pre-Service Teachers’ Perception toward Global Learning Experiences: Implications for Teacher Intercultural Competency Development, Journal of Narrative and Language Studies.
● Lin, Ching-Ching (2021). Leveraging Virtual Exchange for Global Learning in the Classroom: TESOL Candidates’ Perspectives, NYS TESOL Journal, Vol. 8, No. 1, 2021.
● Lin, Ching-Ching. (2021). Using Virtual Exchange to Foster Global Competence and Collaborative Leadership in Teacher Education. Dual Language Research and Practice Journal, 4(1).
● Lin, Ching-Ching (2020), Building Global Youths’ Global Competency Through Virtual Exchange, Global Neighbors, A TESOL International Newsletter, retrieved from http://newsmanager.commpartners.com/tesoleflis/issues/2020-11-03/email.html
● Lin, Ching-Ching. (2020). Identity Exploration as Reflection-in-Action. TEAL News, 17.
● Lin, Ching-Ching (2020), “Re-imagining Global Learning: Transcultural Interaction in Higher Education”, in Ching-Ching Lin & Cristina Zaccarini (Ed.), Internationalization in Action: Leveraging Diversity and Inclusion in Globalized Classrooms, pp. 161-176. Peter Lang Publishing.
● Lin, Ching-Ching & Ravneet Parmar (2018, Summer), “Broadening the Sociocultural Context in Plagiarism. A Response to Sarah Benesch’s “Feeling Rules and Emotion Labor: Tools of English Language Teacher Engagement”, NYS TESOL Journal, Volume 5, Issue 2, 2018, pp. 54-56.
● Lin, Ching-Ching (2017, Summer), “Inviting Diverse Participation: The Role of Student-generated Questions in Classroom Collaborative Inquiry”, NYS TESOL Journal, Volume 4, Issue 2, July 2017, pp. 66-77.
● Lin, Ching-Ching (2017), “Diversity and Inclusion: Realizing the Heteroglossic Potential in Young People’s Philosophical Inquiry” in Ching-Ching Lin & Lavina Sequeira, (Ed.), Inclusion, Diversity, and Intercultural Dialogue in Young People’s Philosophical Inquiry, (pp. 85-99), Brill Publishers.
● Lin, Ching-Ching (2016, October), “Culturally and Linguistically Diverse Classrooms as the Lab of Glocal Literacies”, Journal of Global Literacies, Technologies, and Emerging Pedagogies, Volume 3, Issue 3, October 2016, pp. 478-498
● Lin, Ching-Ching (2016 Summer), “Encounters of the Collaborative Kind: When SIOP meet ECRIF”, Idiom, Vol. 46, Issue 3, pp. 7-10
● Lin, Ching-Ching (2014), “Storytelling as Academic Discourse: Drawing on Bakhtin to Address the Cultural-Linguistic Divides in the Era of the Common Core”, Journal of Basic Writing, Vol. 33. No. 1, pp. 51-72.
● Lin, Ching-Ching (2014, Summer), “The Art of Listening: Fine-Tuning the Autonomous Mind”, Idiom, pp. 5-7
● Lin, Ching-Ching (2014), “Using Storytelling to Bridge the Cultural-linguistic Divides: Storytelling as a Reflective Form of Academic Discourse”, Proceedings of the IAFOR North American Conference on Education 2014, (pp. 45-60).
● Lin, Ching-Ching (2013), “The Normalizing Role of English in an Era of Standards- based Reform”, Proceedings of the European Conference on Language Learning 2013, (pp. 414-431). Nagoya, Aichi: The International Academic Forum.
● Lin, Ching-Ching (2013). “Dialogic Pedagogy and its Discontent”. In Monica B. Glina (Eds.) Philosophy For, With, and Of Children (pp. 111-130). UK: Cambridge Scholars Publishing
● Lin, Ching-Ching (2012). Centering English Language Learners in the Praxis of Dialogic Pedagogy, (Doctoral Dissertation, Montclair University), Dissertation Abstract International
