Dr. Xuan Jiang
Program Coordinator: MS Education - TESOL
Assistant Professor of Teaching English to Speakers of Other Languages
Ph.D., Florida International University; Ed.S, Florida International University; M.A., Soochow University; M.Ed., Queensland University of Technology; B.A., Southwest University of Political Science and Law; B.L., Southwest University of Political Science and Law
Phone: 305-628-6536
Office: Sullivan Hall

Xuan Jiang is an assistant professor of TESOL in the Institute for Education, School of Arts and Education, St. Thomas University. Dr. Jiang has over 10 years’ college-level teaching experiences in the Florida State and China. She has presented in dozens of TESOL and literacy conferences locally, regionally and nationally. Her research interests include: cognitive linguistics, strategies for English learners in content areas, various instructional scaffoldings and the use of literature to develop students’ cultural competence. She has taught courses in methods, strategies, curriculum design, instruction and assessment in TESOL, cross-cultural studies, applied linguistics, and other foundational courses in education.

  • Jiang, X. & Senokossoff, G. (To be published by Routledge, 2016). Who are their parents? -- A Case Study of the Second Generation Chinese American Students’ Parents and their Parenting Styles. In W. Ma & G. Li. (Eds.) Understanding the Hearts and Minds of Chinese-Heritage Students in North American Schools: Beyond Test Scores.
  • Senokossoff, G., & Jiang, X. (To be published by Journal of Reading Education, fall 2015). Raising Cultural Awareness among U. S. Teachers and Promoting Elementary Students’ Cultural Competence through Dialogue, Instructional Activities, and Literature.
  • Jiang, X. (2014). Chinese biology teaching assistants’ perception of their English proficiency: An exploratory case study. The Qualitative Report, 19(42), 1-24.
  • Jiang, X., & Perkins, K. (2013). A conceptual paper on the application of the picture word inductive model using Bruner’s constructive view of learning and cognitive load theory. Interdisciplinary Journal of Teaching and Learning, 3(1), 8-17.