Assistant Professor
Department of English
English Education

231 Lake Huron Hall
(616) 331-3467
[email protected]

Courses
ENG 100 Reading for College
ENG 201 Foundations of Literacy
ENG 301 Teaching Reading & Writing, PK-6
ENG 355 Teaching English Language Learners, PK-6
ENG 400 Critical Issues in K-12 Literacy

Research Interests
My research agenda focuses biliteracy and family literacy with the intersections of multicultural education, literacy methods, and teacher education at the elementary level. I am interested in examining Funds of knowledge and multimodal literacy practices in immigrant families and the dynamic and creative feature of emergent bilinguals’ translanguaging. I am also interested in building connection between family-school literacy and developing student teachers’ understanding of literacy plurality by incorporating multicultural education in teacher education.

Recent Publications

Qu, P., Gu, M., Li, Q., & Chen, M. (under review). Designing a College CLIL Curriculum for English and Energy and Power Engineering in China: A Needs Analysis. In X. Du, Z. Tian, & C. Wong (Eds.). Advancing Practices and Teacher Development in CLIL. Springer.

Rutt Williams, S., Qu, P., & Denning, L. (2025). Beyond the red pen: Investigating the formation of reader and writer identity development in preservice teachers. Reading Horizons: A Journal of Literacy and Language Arts, 64 (3). 82-104.

Li, L., Qu, P., He, Z., and Bai. Z. (2024). English Festival Expo 英文节日概览. Intellectual Property Publishing House Co., Ltd. ISBN: 987-7-5130-7005-8.

Qu, P., (2024). A Gathering Funds of Knowledge through Home-based Videos and Images. In Connecting with Diverse Families (pp. 170-185). In S. Brown (Ed.). Multimodal Funds of Knowledge in Literacy: Countering Deficit Narratives of Diverse Families. Routledge.

Wang, C., Qu, P., and Zhu, M. (2024). Course design practices using open educational resources (OER)-Enabled pedagogy in language teacher education. The Journal of Applied Instructional Design. 13(1).

Qu, P., Deliman, A., Walker, A., Weltsek, G., J. and Medina, C.L. (2022). Biliteracy, Playfulness and Performative Practices. In R. Tierney, F. Rizvi, G. Smith, & K. Gutierrez (Eds.). International Encyclopedia of Education (4th edition). Blackwell's. https://www.sciencedirect.com/science/article/pii/B9780128186305070093.

Wohlwend, K., Qu, P., Scott, J. A., and Medina, L. C. (2022). Biliteracy at the Train Table: Supporting Young Emergent Bilinguals’ through Play and Multimodality. In S. Brown & L. Hao (Eds.). Multimodal Literacies in Young Emergent Bilinguals: Speaking Back to Print-Centric Practices. Multilingual Matters.

Ding, A., Qu, P., Glazeski, K., Ergulec, F., Nadiruzzaman, H., Bae, H., and Brush, T. (2021). The dilemmas of teaching dilemmas in a foreign language classroom—A design paper.  International Journal of Designs for Learning, 12(3).

Education

Ph.D. in Literacy, Culture, and Language Education
Indiana University, Bloomington, IN

M.S. Ed in Literacy Culture, and Language Education
Indiana University, Bloomington, IN

B.A. in Spanish Language and Literature
Sichuan International Studies University, Chongqing, China