REFEREED JOURNAL ARTICLES

​​

• Huang, S.-y. (2019). A critical multimodal framework for reading and analyzing pedagogical materials. English Teaching: Practice & Critique, 18(1), 52-69.

• Huang, S.-y. (2019). Postfeminist influences on fairy tales, real and imagined: A critical media literacy classroom investigation. Gender and Education, 31(6), 688-704.

• Huang, S.-y. (2019). EFL learners’ critical multimodal reflections on the politics of English. TESOL Journal, 10(3), 1-17.

• Huang, S.-y. (2019). Multimodal analysis of image-text relations in an EFL conversation material. Taiwan International ESP Journal, 10(1), 1-18. 2

• Thomas, M. S., Clayton, C. D., Huang, S.-y., & Garcia, R. (2019). Being in Tension: Faculty explorations of the meaning of social justice in teacher education. Excelsior: Leadership in Teaching and Learning, 12(1), 17-36.

• Huang, S.-y. (2017). Critical multimodal literacy with moving-image texts. English Teaching: Practice & Critique, 16(2), 194-206.

• Huang, S.-y. (2015). The intersection of multimodality and critical perspective: Multimodality as subversion. Language Learning & Technology, 19(3), 21-37.

• Huang, S.-y. (2015). Reconceptualizing self and other through critical media engagement: Experiences and reflections of English learners and teacher. Journal of Adolescent & Adult Literacy, 59(3), 329-337.

• Huang, S.-y. (2013). Revising identities as writers and readers through critical language awareness. English Teaching: Practice and Critique, 12(3), 65-86.

• Huang, S.-y. (2012). The integration of “critical” and “literacy” in the EFL curriculum: Expanding the possibilities of critical writing practices. Language, Culture and Curriculum, 25(3), 283-298.

• Huang, S.-y. (2011). Reading “further and beyond the text”: Student perspectives of critical literacy in EFL reading and writing. Journal of Adolescent & Adult Literacy, 55(2), 145-154.

• Huang, S.-y. (2011). “Critical literacy helps wipe away the dirt on our glasses”: Towards an understanding of reading as ideological practice. English Teaching: Practice and Critique, 10(1), 140-164.

• Huang, S.-y. (2009). EFL reading through a critical literacy perspective. English Teaching and Learning, 33(3), 51-93.

• Huang, S.-y. (2009). Global English and EFL learners: Implications for critical pedagogy. Journal of Asia TEFL, 6(3), 35-58.

• Huang, S.-y. (2009). Critical perspectives and English as a foreign language: Implications for practice. The International Journal of the Humanities, 7(2), 1-12.

• Huang, S.-y. (2008). The role of English in the lives of ELLs. Academic Exchange Quarterly, 12(4), 148-152.

​​

REFEREED BOOK CHAPTERS

​

​​

• Huang, S.-y. (2017). Critical reflections of ideology in the EFL classroom: How learners respond to a textbook article. In Y. M. Chen (Ed.), The meaning of the end (pp. 109-130). Taipei, Taiwan: Crane Publishing.

• Huang, S.-y. (2014). Re-thinking diversity as resource: Promoting multicultural and intercultural awareness in EFL education. In Diversity and Adaptation: Cross-Cultural Communication (pp. 33-54). Taipei, Taiwan: Crane Publishing.

​​

CONFERENCE PROCEEDINGS

​​

• Huang, S.-y. (2018). Taiwanese students' place in the world: Lessons from inventors and left-handers in EFL textbooks. Proceedings of the 2018 IAFOR International Conference on Education, Honolulu, Hawaii (pp. 239-252). ​​