Julian Chen

Associate Professor

Curtin University

Australia

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Julian Chen is an Associate Professor at Curtin University in Australia. His research areas include language education, multilingual identities, and the role of artificial intelligence in applied linguistics. He has published recent articles exploring topics such as the support for EAL/D learners in Australian universities, the inclusion of LGBTQI+ practices in teacher education, and the impact of teacher identity and emotions in language teaching. His work critically assesses linguistic privilege and decolonization within educational contexts.

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Stony Brook University

UNITED STATES

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Julian Chen

Research Interests

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Articles (20)

Exploring Counternarratives to Linguistic Privileging and Invisibility: Community Translingualism as a Mechanism for Resourcefulness

To what extent do Australian universities offer dedicated units to prepare pre-service teachers to support EAL/D learners?

An exploration of language teachers’ multilingual identities in Australia

‘Noted, but not interested’: critical collaborative autoethnography and the local politics of belonging

Artificial Intelligence in Applied Linguistics

Decolonizing or recolonizing?

Queering interventions: Improving pre-service teachers’ knowledge and awareness of LGBTQI+ inclusive practice

Challenging the monolingual mindset: language teachers’ pushback and enactment of critical multilingual language awareness in Australian schools

Engendering ethics: recognition and inclusion of intersectional identities in queer communities when conducting population survey research

Enacting teacher emotion, agency, and professional identity: A netnography of a novice Chinese language teacher’s crisis teaching

Mentoring international postgraduate students and early career researchers through transnational telecollaboration: a supervisor’s autoethnography

The interplay of critical language pedagogy and young Arabic EFL learners

A netnography of emergent ESOL researcher identity and development in a virtual community of practice

Freire’s problem-posing model: critical pedagogy and young learners

A quantitative research on gamifying vocabulary acquisition and retention in virtual reality

Stakeholder perspectives on the use of VoiceThread as a multimodal alternative to conventional discussion board in distance education

Reimagining crisis teaching through autoethnography: a case of an online Japanese course

The interplay of avatar identities, self-efficacy, and language practices

Rise to the occasion: The trajectory of a novice Japanese teacher’s first online teaching through action research

The effects of pre-task planning on EFL learners’ oral performance in a 3D multi-user virtual environment

Collaborators (5)

Sender Dovchin

Sonja Kuzich

Leonardo Veliz

Sally Lamping

Eriko Sato

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