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Personal Particulars


PhD Second Language Studies, University of Hawai'i at Mānoa
MA Teaching English as a Second Language, University of British Columbia

Assistant Professor

Teacher Education and Learning Leadership

Tel: (852) 3917 6105

Location: Room 650, Meng Wah Complex

Areas of Expertise:

bi/multilingualism in K-12 English-medium education; translanguaging, code-switching, and English as a Lingua Franca classroom interactions; linguistic ethnography


2019 – PhD Dissertation Award, College of Languages, Linguistics, and Literature, University of Hawai'i at Mānoa

2016-2020 – Full PhD Scholarship, University of Hawai'i at Mānoa

2015 – Best MA Thesis, Department of Language and Literacy Education, University of British Columbia

2015 – MA Service Award, Department of Language and Literacy Education, University of British Columbia

2014-15 – Joseph-Armand Bombardier National Masters Scholarship, Social Sciences and Humanities Council of Canada



Classroom Approaches to CLIL & Translanguaging Inventory (CACTI)

All over the world, subject content is being taught to students who speak English as an Additional Language, called Content Language Integrated Learning (CLIL). In such classes, people are constantly translanguaging: using multiple languages to learn and navigate the social life of the class. How this plays out in different CLIL classrooms around the world, based on factors like geographic location, subject taught, age group, linguistic composition of the class, and language repertoire of the teacher is the question this survey aims to answer.


Mendoza, A. (Forthcoming March 2023). Translanguaging in the plurilingual, English-as-a-Lingua-Franca classroom. Bristol, UK: Multilingual Matters.

Phung, H., Choe, A. T., Diez-Ortega, M., Eguchi, M., Holden, D., Mendoza, A., & Nguyen, T. H. (2020). The multi’ōlelo initiative for language research communications. University of Hawai’i at Manoa Second Language Studies Working Papers, 38(1). doi: 10.13140/RG.2.2.34737.20325

Mendoza, A. (2020). What does translanguaging-for-equity recall involve? An interactional analysis of a 9th grade English class. Applied Linguistics Review. Ahead-of-print. doi: 10.1515/applirev-2019-0106

Mendoza, A. (2019). Negotiating the Multilingual Turn: Response to Stephen May. The Modern Language Journal, 104(1), 304-308. doi: 10.1111/modl.12613

Mendoza, A., & Phung, H. (2019). Motivation to learn Languages Other than English (LOTEs): A critical research synthesis. Foreign Language Annals, 52(1), 121-140. doi: 10.1111/flan.12380

Mendoza, A., & Parba, J. (2018). Thwarted: Relinquishing educator beliefs to understand translanguaging from learners’ point of view. International Journal of Multilingualism, 16(3), 270-285. doi: 10.1080/14790718.2018.1441843

Mendoza, A. (2018). Preparing preservice educators to teach critical, place-based literacies. Journal of Adolescent & Adult Literacy, 61(4), 413-420. doi: 10.1002/jaal.708

Mendoza, A. (2017). Measuring intra- and international linguistic competence: Appropriation of WEs and ELF discourse in the commercials for two standardized English tests. Critical Inquiry in Language Studies, 15(3), 187-204. doi: 10.1080/15427587.2017.1388171

Professional Community Services

I am the writer of a successful blog on multilingualism in K-12 education, which garnered 3,000+ views from every continent in the first 3 months of its inception, mainly from Hong Kong (1,200), the U.S. (1,000), China (288), and the UK (249). https://annamend.com/blog

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