Chung, R., & Cardoso, W. (Abstract accepted; Submitted). Heightening environmental attunement: Place-based ecopedagogies for imperial language teaching. In L. Lomicka Anderson & L. Klimanova (Eds.), The Routledge Handbook on place-based approaches in language and culture studies. Routledge.
Chung, R., & Cardoso, W. (Submitted). Landguaging imperial classrooms: Critical ecopedagogies for plurilingual speaking. Proceedings of the 16th Pronunciation in Second Language Learning and Teaching Conference, held October 2025 at Concordia University, Montreal QC.
Chung, R., & Cardoso, W. (Accepted). Parlure Games: Ecological technologies for plurilingually teaching imperial languages. In A. Galante & E. Cutrim Schmid (Eds.), Transforming teacher education: The power of digital tools and plurilingualism. Routledge.
Chung, R. (In press). Technology and decolonial language teaching. In C. Chapelle (Ed.), Encyclopedia of Applied Linguistics. Wiley Blackwell.
Chung, R. (2026). Landguaging. The SHIFT Journal: Letters for Communing with Home. https://www.concordia.ca/about/shift/journal/20260/love-letters-communing.html#rhonda-chung
Chung, R., & Cardoso, W. (2025). Landguaging imperialism through teacher-reflection art: Land-sensitizing tools for imperial language instructors. The Canadian Modern Language Review, 81(4), 272-298. https://doi.org/10.3138/cmlr-03_chung
Chung, R., & Cardoso, W. (2024). Parlure Games: Leaping outta the HVPT lab and into the ecological classroom. TESL Canada Journal, 41(1), 79-102. https://doi.org/10.18806/tesl.v41i1/1400
Chung, R. & dela Cruz, J. (2024). Pedagogies of inclusion must start from within: Landguaging teacher reflection and plurilingualism in the “L2” classroom. In A. Charity Hudley, C. Mallinson, & M. Bucholtz (Eds.), Inclusion in Linguistics (pp. 291-311). Oxford University Press. https://doi.org/10.1093/oso/9780197755303.003.0015
Downloadable Plurilingual Landguaging teaching template from OUP, also available here.
Chung, R., & Chung Arsenault, W. (2023). ‘Landguaging’ the L2 classroom: Inclusive pedagogies & land-sensitive curriculum through teacher reflection art. Concordia University Working Papers in Applied Linguistics, 7, 29-54.
Chung, R., Dunbar, A., & Cardoso, W. (Eds). (2023). Introduction. Conversations that include: Workshopping inclusivity in the Department of Education. Concordia University Working Papers in Applied Linguistics, 7, 1-15.
*Chung, R., & Cardoso, W. (2022). Ecological CALL: Development of a self-location tool for attuning to the ‘chorus of voices’. In B. Arnbjörnsdóttir, B. Bédi, L. Bradley, K. Friðriksdóttir, H. Garðarsdóttir, S. Thouësny, & M. J. Whelpton (Eds), Intelligent CALL, granular systems, and learner data: Short papers from EUROCALL 2022 (pp. 71-76). https://doi.org/10.14705/rpnet.2022.61.9782383720157
*Winner of Best Student Paper presentation EuroCALL 2022: https://www.youtube.com/watch?v=fWDwPJhXe8I
Chung, R. & Cardoso, W. (2022). The Art of 'Landguaging' in the City: Teacher Reflection for Inclusive Linguistic Futures. In T. Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 671-676). New York City, NY, United States: Association for the Advancement of Computing in Education (AACE).
Chung, R., & Cardoso, W. (2022). Variation in the L2 French audiovisual input: Ya basic! In J. Levis & A. Guskaroska(eds.). Proceedings of the 12th Pronunciation in Second Language Learning and Teaching Conference, held June 2021 virtually at Brock University, St. Catharines, ON. https://doi.org/10.31274/psllt.13264