Michigan State University
Michigan State University
Department of Linguistics & Germanic, Slavic, Asian and African Languages
Peter De Costa
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DSC_0950- De Costa scaled.jpgAssociate Professor

Ph.D., University of Wisconsin, Madison

B-257 Wells Hall
(517) 353-9776
pdecosta@msu.edu

Peter I. De Costa is an associate professor in the Department of Linguistics, Germanic, Slavic, Asian and African Languages at Michigan State University (MSU). He is part of the core faculty within the Second Language Studies Ph.D. Program and the Master of Arts in TESOL Program.

Through a joint appointment with the College of Education, Peter is also a member of the MSU Department of Teacher Education:  http://education.msu.edu/search/Formview.aspx?email=pdecosta@msu.edu

Before joining MSU, Peter taught at the Middlebury Institute of International Studies in Monterey, California. 

Peter’s primary area of research is the role of identity and ideology in second language acquisition (SLA). He researches other issues in educational linguistics, including English as a lingua franca, critical classroom discourse analysis, and culturally relevant pedagogy for immigrant ESL learners. Much of his current work focuses on conducting ethical applied linguistic research as well as language teacher and learner emotions.

 

Areas of Expertise:

  • Second Language Acquisition
  • Language Policy and Planning
  • Teaching English to Speakers of Other Languages (TESOL)

 

To find out more about his work, go to:

https://independent.academia.edu/PeterDeCosta

https://www.researchgate.net/profile/Peter_De_Costa

http://orcid.org/0000-0003-0389-1163

http://pdecosta.msu.domains/

 

Peter is a recipient of several awards: the Fulbright scholarship (Harvard University, 2001-2002), the M.A.K. Halliday scholarship (conferred by the Applied Linguistics Association of Australia, 2008), the American Association of Applied Linguistics Graduate Student Travel Award (2010), the University of Wisconsin-Madison Dissertator Fellowship (2010), the American Educational Research Association (AERA) Second Language SIG Dissertation of the Year Award (2012), and the American Educational Research Association (AERA) Language and Social Processes SIG Emerging Scholar Award (2016).

Peter is currently co-editor of TESOL Quarterly:

https://onlinelibrary.wiley.com/page/journal/15457249/homepage/editorialboard.html

 

He is also an active member of the following professional organizations:

  • American Association of Applied Linguistics (AAAL)
  • American Educational Research Association (AERA)
  • TESOL International Association

He is the immediate past (2017-2019) chair of the Second Language Research SIG of AERA.

If you have questions about Peter’s research, please feel free to contact him.

RECENT PUBLICATIONS (SELECTED)

 

Refereed Journal Articles

De Costa, P.I., Park, J.S., & Wee, L. (2019). Linguistic entrepreneurship as affective regime: organizations, audit culture, and second/foreign language education policy. Language Policy, 18(3), 387-406.

De Costa, P.I. (2019). Commentary:  Elite multilingualism, affect and neoliberalism. Journal of Multilingual and Multicultural Development, 40(5), 453-460.

Rawal, H., & De Costa, P.I. (2019). ‘You are different and not mainstream’: An emotion-based case study of two South Asian English language learners. International Multilingual Research Journal, 13(4), 209-221.

Han, Y., De Costa, P.I., & Cui, Y. (2019). Exploring the language policy and planning/SLA interface: Ecological insights from an Uyghur youth in China.Language Policy, 18(1), 65-86.

Kennedy, L., Oviatt, R., & De Costa, P.I. (2019). Refugee youth’s identity expressions and multimodal literacy practices in a third space. Journal of Research in Childhood Education, 33(1), 56-70.

De Costa, P.I., Rawal, H., & Li, W. (2018). Broadening the second language teacher agenda: International perspectives on teacher emotions. Chinese Journal of Applied Linguistics, 41(4), 401-409.

Ding, X., De Costa, P.I. (2018). Faith-based teacher emotional experiences: A case study of a veteran English lecturer in China. Chinese Journal of Applied Linguistics, 41(4), 529-548.

De Costa, P.I. (2018). Toward greater diversity and social equality in language education research. Critical Inquiry in Language Studies, 15(4), 302-307.  

De Costa, P.I., & Crowther, D. (2018). Second language acquisition and World Englishes: Dialogue and engagement. World Englishes, 37(1), 19-33.

Bolton, K., & De Costa, P.I. (2018). World Englishes and Second Language Acquisition: Introduction. World Englishes, 37(1), 2-4.

Norton, B., & De Costa, P.I. (2018). Research tasks on identity and language education. Language Teaching, 51(1), 90-112.

Eickoff, L., & De Costa, P.I. (2018). Collaborative teaching reflection: Insights on a globalized partnership. ELT Journal, 72(2), 121-130.

De Costa, P.I., Rawal, H., & Zaykovskaya, I. (2017). Introduction: Study abroad in contemporary times: Toward greater methodological diversity and innovation. System, 71(6), 1-6.

Zaykovskaya, I., Rawal, H., & De Costa, P.I. (2017). Learner beliefs for successful study abroad experience: A case study. System, 71(6), 113-121.

Li, W., & De Costa, P.I. (2017). Professional survival in a neoliberal age: A case study of an EFL teacher in China. Asia TEFL Journal, 14(2), 277-291.

Maloney, J., & De Costa, P.I. (2017). Imagining the Japanese heritage learner: A scalar perspective. Language, Discourse, & Society, 9(1), 35-52.  

De Costa, P.I., Singh, J., Milu, E., Wang, X., Fraiberg, S., & Canagarajah, S. (2017). Pedagogizing translingual practice: Prospects and possibilities. Research in the Teaching of English, 51(4), 464-472.

Crowther, D., & De Costa, P.I. (2017). Developing mutual intelligibility and conviviality in the 21st century classroom: Insights from ELF and IC. TESOL Quarterly, 51(2), 450-460.

Waller, L., Wethers, K, & De Costa, P.I. (2017).A critical praxis: Narrowing the gap between identity, theory, and practice. TESOL Journal, 8(1), 4-27.

Wargo, J.M., & De Costa, P.I. (2017). Tracing academic literacies across contemporary literacy sponsorscapes: Mobilities, ideologies, identities, and technologies. London Review of Education, 15(1), 101-114.

De Costa, P.I., & Norton, B. (2017). Identity, transdisciplinarity, and the good language teacher. Modern Language Journal, 101-S, 3-14.

Wolff, D., & De Costa, P.I. (2017). Expanding the language teacher identity landscape: An investigation of the emotions and strategies of a NNEST. Modern Language Journal 101-S, 76-90.

De Costa, P.I. (2016). Constructing the global citizen: An ELF perspective. Journal of Asian Pacific Communication, 26(2), 238-259.

De Costa, P. I. (2016). Scaling emotions and identification: Insights from a scholarship student. Linguistics and Education, 34, 22-32.

De Costa, P.I., Park, J.S., & Wee, L. (2016). Language learning as linguistic entrepreneurship: Implications for language education. The Asia-Pacific Education Researcher, 25(5-6),695-702.

De Costa, P.I., Tigchelaar, M., & Cui, Y. (2016). Reflexivity, emotions and transnational habitus: The case of a ‘poor’ cosmopolitan Chinese international student. AILA Review, 29, 173-198.

De Costa, P. I., & Jou, Y-S. (2016). Unpacking the ideology of cosmopolitanism in language education: Insights from Bakhtin and Systemic Functional Linguistics. Critical Inquiry in Language Studies, 13(2), 73-97.

Canagarajah, S., & De Costa, P.I. (2016). Introduction: Scales analysis, and its uses and prospects in educational linguistics. Linguistics and Education, 34. 1-10.

Han, Y., De Costa, P.I., & Cui, Y. (2016). Examining the English language policy for ethnic minority students in a Chinese university: A language ideology and language regime perspective. Current Issues in Language Planning, 17(3-4), 311-331.

Mahboob, A., Paltridge, B., Phakiti, A., Wagner, E., Starfield, S., Burns, A., Jones, R.H., & De Costa, P. I. (2016). TESOL Quarterly research guidelines. TESOL Quarterly, 50(1), 42-65.

Manosuthikit, A., & De Costa, P.I. (2016). Ideologizing age in an era of superdiversity: a heritage language practice perspective. Applied Linguistics Review, 7(1), 1-25.

Valmori, L., & De Costa, P.I. (2016). How do foreign language teachers maintain their proficiency?: A grounded theory approach. System, 57, 98-108.

De Costa, P. I. (2015). Re-envisioning language anxiety in the globalized classroom through a social imaginary lens. Language Learning, 65(3), 504-532.

Park, J.H., & De Costa, P.I. (2015). Reframing graduate student writing strategies from an activity theory perspective. Language and Sociocultural Theory, 2(1), 25-50.

De Costa, P. I. (2014). Making ethical decisions in an ethnographic study. TESOL Quarterly, 48, 413-422.

De Costa, P. I. (2014). Cosmopolitanism and English as a lingua franca: Learning English in a Singapore school. Research in the Teaching of English, 49, 9-30.

De Costa, P. I.  (2014). Bridging the socio-cognitive divide: Rethinking the willingness to communicate concept from a conversation-based ELF perspective. Novitas Royal: Research on Youth and Language, 8, 11-29.

De Costa, P. I. (2012). Constructing SLA differently: The value of ELF and language ideology in an ASEAN case study. International Journal of Applied Linguistics, 22, 205-224.

De Costa, P.I. (2011).Using language ideology and positioning to broaden the SLA learner beliefs landscape: The case of an ESL learner from China. System, 39, 347-358.

De Costa, P.I. (2011). Cosmopolitanism and learning English: Perspectives from Hye Lan Alias Joanne. Arizona Working Papers in SLA & Teaching, 18, 55-76.

De Costa, P.I. (2010). Language ideologies and standard English language policy in Singapore:  Responses of a 'designer immigrant' student. Language Policy, 9, 217-239.

De Costa, P.I. (2010). Reconceptualizing language, language learning, and the adolescent immigrant language learner in the age of postmodern globalization. Linguistics and Language Compass, 3, 1-12.

De Costa, P. I. (2010). From refugee to transformer: A Bourdieusian take on a Hmong learner’s trajectory. TESOL Quarterly, 44, 517-541.

De Costa, P.I. (2010). Let’s collaborate: Using developments in global English research to advance socioculturally-oriented SLA identity work. Issues in Applied Linguistics, 18, 99-124.

De Costa, P. I. (2007). Notions of identity in the global use of English. SAAL Quarterly, 79, 6-11.

De Costa, P.I., Bernales, C., & Merrill, M. (2011). Research in the doctoral program in Second Language Acquisition at the University of Wisconsin-Madison. Language Teaching, 44, 542-548.

Tremmel, B., & De Costa, P.I. (2011). Exploring identity in SLA: A dialogue about methodologies. Language Teaching, 44, 540-542. 

 

Journal Guest Editor

De Costa, P.I., & Canagarajah, S. (2016).Special issue of Linguistics and Education, 34, “Scalar approaches to language teaching and learning.”

De Costa, P.I., & Norton, B. (2017).Special issue of Modern Language Journal, 101-S, “Transdisciplinarity and language teacher identity.”

De Costa, P.I., Rawal, H., & Zaykovskaya, I. (2017). Special issue of System, 71(6), “Study abroad in contemporary times: Toward greater methodological diversity and innovation.”

Bolton, K., & De Costa, P.I. (2018). Special issue of World Englishes, 37(1), “World Englishes and SLA: Towards dialogue and synergy.”

De Costa, P.I., Li, W., & Rawal, H. (2018). Special issue of Chinese Journal of Applied Linguistics, 41(4), “Broadening the second language teacher education agenda: International perspectives on teacher emotions.”

De Costa, P.I., Han, Y., & Cui, Y. (in preparation). Special issue of Language Policy, “China’s trilingual education policy and the One Belt One Road Initiative: Implications for linguistic minorities within and outside China.”

De Costa, P.I., Park, J S-Y., & Wee, L. (in preparation). Special issue of Multilingua, “Multilingualism, Language Education, and Linguistic Entrepreneurship: Critical Perspectives.”

 

Books

De Costa, P. I. (2016). The power of identity and ideology in language learning: Designer immigrants learning English in Singapore. Dordrecht, Netherlands: Springer.

De Costa, P. I. (Ed.) (2016). Ethics in applied linguistics research: Language researcher narratives. New York: Routledge.

Phakiti, A., De Costa, P.I., Plonsky, L., & Starfield, S. (Eds.) (2018). The Palgrave handbook of applied linguistics research. London: Palgrave Macmillan.

De Costa, P.I., Crowther, D., & Maloney, J. (Eds.) (2019). Investigating World Englishes: Research methodology and practical Applications. Abingdon, Oxfordshire: Routledge.

Mirhosseini, S-A., & De Costa, P.I. (Eds.) (2020, in press). The sociopolitics of English language testing. Bloomsbury: London.

De Costa, P.I., Papi, M., Wolff, D., David, V., & Qin, K. (under contract). Second language acquisition applied: What teachers working with language learners need to know. New York: Routledge.

 

Book chapters

De Costa, P.I., Li, W. & Rawal, H. (2019, in press). Should I stay or leave?: Exploring L2 teachers’ profession an emotionally-inflected framework. In C. Gkonou, J.-M. Dewaele, & J. King (Eds.). Language teaching: An emotional rollercoaster. Bristol: Multilingual Matters. 

Li, W., & De Costa, P.I. (2019). Problematizing English language teaching in China through a non-native English teacher agency lens. In H. Kayi-Aydar, X. Gao, E.R. Miller, M. Varghese & G. Vitanova (Eds.), Theorizing and analyzing language teacher agency (pp. 160-179). Tonawanda, NY: Multilingual Matters.

De Costa, P.I., Maloney, J., & Crowther, D. (2018). Global Englishes. In A. Phakiti, P.I. De Costa, L. Plonsky, & S. Starfield (Eds.). The Palgrave handbook of applied linguistics research (pp. 719-739). London: Palgrave Macmillan.

Phakiti, A., De Costa, P.I., Plonsky, L., & Starfield, S. (2018). Applied linguistics research: Current issues, methods, and trends. In A. Phakiti, P.I., De Costa, L. Plonsky, & S. Starfield, S. (Eds.). The Palgrave handbook of applied linguistics research (pp. 5-29). London: Palgrave Macmillan.

Sterling, S., & De Costa, P.I., (2018). Ethical applied linguistics research. In A. Phakiti, P.I. De Costa, L. Plonsky, & S. Starfield (Eds.). The Palgrave handbook of applied linguistics research (pp. 163-182). London: Palgrave Macmillan.

De Costa, P.I., Rawal, H., & Li, W. (2018). L2 teachers' emotions:  A sociopolitical and ideological perspective. In J. de Dios Martínez Agudo (Ed.), Emotions in second language teaching (pp. 91-108). New York: Springer.

Jou, Y-S., & De Costa, P.I. (2018). Lexical constructions in EAP writing: A corpus-based study. In L.T. Wong & H.W.L. Wong (Eds.), Teaching and learning English for academic purposes: Current research and practices (pp. 97-109). Hauppauge, NY: Nova Science Publishers.

Li, W., & De Costa, P.I. (2018). Exploring novice EFL teachers’ identity development: A case study of two EFL teachers in China. In S. Mercer & A. Koustoulas (Eds.), Teacher psychology in SLA (pp. 86-104). Bristol, UK: Multilingual Matters.

De Costa, P. I. (2017). Situating affect, ethics, and policy in LTI research. In G. Barkhuizen (Ed.), Reflections on language teacher identity (pp. 158-163). New York: Routledge.

De Costa, P.I., Valmori, L., & Choi, I. (2017). Qualitative research methods. In S. Loewen & M. Sato (Eds.), The Routledge handbook of instructed second language acquisition (pp. 522-540). New York: Routledge.

De Costa, P. I. (2017). Situating affect, ethics, and policy in LTI research. In G. Barkhuizen (Ed.), Reflections on language teacher identity research (pp. 158-163). New York: Routledge.

De Costa, P.I., & Norton, B. (2016). Identity research on language learning and teaching: Research agendas for the future. In S. Preece (Ed.), The Routledge handbook of language and identity (pp. 586-601). Abingdon, UK: Routledge.

De Costa, P. I. (2016). Ethics in applied linguistics research: an introduction. In P.I. De Costa (Ed.), Ethics in applied linguistics research: Language researcher narratives (pp. 1-12). New York: Routledge.

De Costa, P.I., & Qin, K.  (2016). English language education in the United States: Past, present and future issues. In L.T. Wong & A. Dubey-Jhaveri (Eds.), English language education in a global world: Practices, issues and challenges (pp. 229-238). Hauppauge, NY: Nova Science Publishers.

De Costa, P.I. (2015). Ethics in applied linguistics research. In B. Paltridge & A. Phakiti (Eds.), Research methods in applied linguistics: A practical resource (pp. 245-257). London: Bloomsbury.

De Costa, P.I. (2015). Tracing reflexivity through a narrative and identity lens. In

Y. L. Cheung, S.B. Said & K. Park (Eds.), Advances and current trends in language teacher identity research (pp. 135-147). New York: Routledge.

De Costa, P. I. (2011). Flexible citizenship and learning English: The case of a Korean ESL learner. In J. Watzke, P.C. Miller & M. Mantero (Eds.), ISLS readings in language studies, Volume 2: Language and power (pp.351-368). Lakewood Ranch, FL: International Society for Language Studies.

De Costa, P. I. (2007). The chasm widens: The trouble with personal identity in Singapore writing. In M. Mantero (Ed.), Identity and second language learning: Culture, inquiry, and dialogic activity in educational contexts (pp. 190-234). Charlotte, NC:  Information Age Publishing.

De Costa, P. I. (2007). Exploring ‘voice’ in students’ writing: The case of Chinese ESL students.  In P. Teo, & C. Ho (Eds.), Discourse in the modern world: Perspectives and challenges (pp. 6-27)Singapore: McGraw Hill.

 

Book Reviews

De Costa, P. I. (2019, in press).  Review of Preparing teachers to teach English as an international language. In World Englishes. DOI:10.1111/weng.12436

De Costa, P. I. (2019).  Review of Social interaction and English language teacher identity. In ELT Journal, 73(2), 235-237.

De Costa, P. I. (2018).  Review of Why English? Confronting the hydra. In Current Issues in Language Planning, 19(1), 121-124.  

De Costa, P. I. (2017).  Review of Linguistic diversity and social justice: An introduction to applied sociolinguistics. In Language in Society, 46, 739–742.

De Costa, P. I. (2017).  Review of Quadrilingual education in Singapore: Pedagogical innovation in language education. In Pedagogies: An International Journal, 12(2), 234-236.

De Costa, P. I. (2017).  Review of Why English? Confronting the hydra. In Current Issues in Language Planning. DOI: 10.1080/14664208.2017.1301136

De Costa, P. I. (2015).  Review of Literacy as translingual practice: Between communities and classrooms. In Writing & Pedagogy, 7, 181-186.

De Costa, P. I. (2015).  Review of Language ideologies and the globalization of ‘standard’ Spanish. In Language Policy. 14, 423-425.

De Costa, P.I. (2015). Review of Multilingualism, discourse and ethnography. In Linguistics and Education, 29, 92-93.

De Costa, P. I. (2012).  Review of The Continuum companion to discourse analysis. In Modern Language Journal, 96, 631-632.  

De Costa, P. I. (2010).  Review of Exploring learner language. In MinneWITESOL Journal.

De Costa, P. I. (2010).  Review of Multilingualism in post-Soviet countries. In Journal of Sociolinguistics, 14,262-266.  

De Costa, P. I. (2009).  Review of English as an international language: Perspectives and pedagogical issues. In World Englishes, 28,552-554.

De Costa, P. I. (2009).  Review of Issues in language planning and literacy. In Language Policy, 8, 295-297.

De Costa, P. I. (2009). Review of Disinventing and reconstituting languages. In TESOL Quarterly, 43, 161-163.

De Costa, P. I. (2007).  Review of Maintaining a minority language: A case study of Hispanic teenagers. In Language and Education, 21,361-364.

 

INVITED PRESENTATIONS (SELECTED)

De Costa, P.I. (2019, November). The emotional and identity turn in second language teacher education: Prospects and possibilities. Keynote speech delivered at the 2019 Southeast TESOL Regional Conference Orlando, Florida.

De Costa, P.I. (2019, September). Multilingualism, language education, and linguistic entrepreneurship: Critical perspectives. Invited talk delivered at Pennsylvania State University, State College.

De Costa, P.I. (2019, April). Expanding the educational research agenda for multilingual language learners: An AERA-TESOL collaborative symposium. Invited session at the American Education Research Association (AERA), Toronto, Canada.

De Costa, P.I. (2019, March). World Englishes and SLA: Establishing a common research agenda. Invited lecture at The Teachers of English to Speakers of Other Languages (TESOL) Convention, Atlanta.

De Costa, P.I., & Polio, C. (2019, March). How to get published in TESOL and applied linguistics serials. Invited session at The Teachers of English to Speakers of Other Languages (TESOL) Convention, Atlanta.

Karam, F., & De Costa, P.I. (2019, March). AERA at TESOL: Policy impacts on TESOL endorsements and certifications. Invited colloquium at The Teachers of English to Speakers of Other Languages (TESOL) Convention, Atlanta.

De Costa, P.I., Anderson, K., & Brownell, C. (2018, October). From conference to manuscript: Demystifying the publication process. Joint AERA Language and Social Processes & Second Language Research SIG webinar.

De Costa, P.I., & Van Gorp, K. (2018, October). Collaborative research project: Global student citizens engaging identity politics in a multilingual world. Workshop at the Center for Language Teaching Advancement. Michigan State University, East Lansing, Michigan, USA.

De Costa, P.I. (2018, July). English as a lingua franca and L2 pragmatics: Intersections and implications. Keynote lecture at the 4th China Pragmatics Forum, Xian, China.

De Costa, P.I. (2018, July). A meta-methodological examination of World Englishes inquiry: Prospects and possibilities. Invited workshop at the International Congress of Linguists (ICL) 20, Cape Town, South Africa.

De Costa, P.I., Park, J.S., & Wee, L. (2018, June). Rethinking multilingual language-in-education policies in the Asia Pacific rim: A linguistic entrepreneurship perspective. Invited colloquium at the Sociolinguistics Symposium (SS) 22, Auckland, New Zealand.

De Costa, P.I. (2018, March). Converting conference presentations to publications. Coffee with Distinguished TESOLers at The Teachers of English to Speakers of Other Languages (TESOL) Convention, Chicago, Illinois, USA.

De Costa, P.I., & Cornell, C. (2018, March). Research and practice: More than meets the eye. Invited Research Professional Council (RPC) colloquium at The Teachers of English to Speakers of Other Languages (TESOL) Convention, Chicago, Illinois, USA.

De Costa, P.I. (2018, January). Advancing the language teacher identity agenda: Theoretical, methodological and pedagogical considerations. Invited lecture at University of Toronto, Toronto, Canada. [virtual lecture for the OISE Research Colloquium in the Language and Literacies Education series]

De Costa, P.I. (June, 2017).World Englishes inquiry: Research methodology and topical understanding. Focus lecture at The International Association for World Englishes Conference, Syracuse, New York, USA.

De Costa, P.I. (March, 2017). The power of identity and ideology in TESOL. Coffee with Distinguished TESOLers at The Teachers of English to Speakers of Other Languages (TESOL) Convention, Seattle, Washington, USA.

 

CONFERENCE PRESENTATIONS (SELECTED)

 

De Costa, P.I., Li, W., & Lee, J.  (2019, September).U.S. university academic language socialization: Problems and possibilities. Colloquium presented at the Second Language Research Forum (SLRF) Conference, East Lansing.

De Costa, P.I., Green-Eneix, C., & Li, W. (2019, August).Problematizing language policy and practice in transnational higher education: International perspectives. Colloquium presented at the British Association for Applied Linguistics (BAAL), Manchester, England.

De Costa, P.I. (2019, March). Introduction: Indigenous language education within a neoliberal regime: Identities, ideologies and activism. Paper presented at The American Association for Applied Linguistics (AAAL) Conference, Atlanta.

De Costa, P.I., Green-Eneix, C., & Li, W. (2019, March). Transnational higher education language policy: Negotiating and navigating key social actors. Paper presented at The American Association for Applied Linguistics (AAAL) Conference, Atlanta.

Han, Y., & De Costa, P.I. (2019, March). Keeping Uyghur alive within the family: A nexus analytic investigation. Colloquium paper presented at The American Association for Applied Linguistics (AAAL) Conference, Atlanta.

Rawal, H., De Costa, P.I., & Tian, Z. (2019, March). Multimodality in action: Navigating the complexities of science in a multilingual classroom. Colloquium paper presented at The American Association for Applied Linguistics (AAAL) Conference, Atlanta.

Crowther, D., De Costa, P.I., & Maloney, J. (2019, March). Pedagogical inquiry in English as an international language: A synthesis. Colloquium paper presented at The Teachers of English to Speakers of Other Languages (TESOL) Convention, Atlanta.

De Costa, P.I. (2019, March). U.S. university academic language socialization: Problems and possibilities. Colloquium discussant at The Teachers of English to Speakers of Other Languages (TESOL) Convention, Atlanta.

De Costa, P.I., Lee, J., & Li, W. (2018, November). Writing in and for an engineering freshman writing class. Paper presented at the Sociocultural Theory & Second Language Learning Conference, Pittsburgh, USA.

De Costa, P.I., Lee, J., & Li, W. (2018, October). Engineering students' academic socialization through the collaborative writing: A Vygotskian perspective. Paper presented at the Second Language Research Forum (SLRF) Conference, Montreal, Canada.

Li, W., Lee, J., & De Costa, P.I. (2018, October). Navigating the language socialization path of new international students: a nexus analysis mediated discourse perspective. Paper presented at the Second Language Research Forum (SLRF) Conference, Montreal, Canada.

Rawal, H., & De Costa, P.I. (2018, October). Socialization of international students in different learning communities. Paper presented at the Watson Conference, Louisville, USA.

Li, W., & De Costa, P.I. (2018, August). Examining enterprise culture in Chinese universities: A language policy perspective. Paper presented at the Language Policy and Planning 2018 Conference, Toronto, Canada.

Phyak,P., Rawal, H., & De Costa, P.I. (2018, June). Dialogue as a decolonial effort: Nepali youth transforming monolingual ideologies. Colloquium paper presented at the Sociolinguistics Symposium (SS) 22, Auckland, New Zealand.

De Costa, P.I. (2018, April). Transformative pedagogies and partnerships: Advocacy for immigrant and refugee youth in U.S. public schools.Colloquium discussant at The American Education Research Association (AERA) 2018 Conference, New York City, USA.

Tian, Z., Rawal, H., & De Costa, P.I. (2018, April). Expanding the notion of translanguaging: Multimodalities in action. Colloquium paper presented at The American Education Research Association (AERA) 2018 Conference, New York City, USA.

De Costa, P.I. (2018, March). Habits of mind: How we become applied linguistic researchers. Colloquium discussant at The American Association for Applied Linguistics (AAAL) 2018 Conference, Chicago, Illinois, USA.

Han, Y., De Costa, P.I., & Cui, Y.  (2018, March). Exploring the language policy and planning/SLA interface: Ecological insights from an Uyghur youth in China. Paper presented at The American Association for Applied Linguistics (AAAL) 2018 Conference, Chicago, Illinois, USA.

Li, W., & De Costa, P.I. (2018, March). Examining the enterprise culture in Chinese universities: Perspectives of two Chinese visiting scholars. Colloquium paper presented at The American Association for Applied Linguistics (AAAL) 2018 Conference, Chicago, Illinois, USA.

Lee, J., Li, W., & De Costa, P.I.  (2018, March). Writing in and for EGR 100: A Vygotskian perspective on becoming an engineer . Paper presented at The American Association for Applied Linguistics (AAAL) 2018 Conference, Chicago, Illinois, USA.

De Costa, P.I., Li, W., & Rawal, H. (October, 2017). Classroom-based qualitative research: Methodological possibilities. Paper presented at the Second Language Research Forum (SLRF) Conference, Columbus, Ohio, USA.

Phyak, P., Rawal, H., & De Costa, P. I. (2017, July). Dialogue as a decolonial effort: Nepali youth transforming monolingual ideologies. Language Policy Research Network (LPREN) colloquium paper presented at The International Association of Applied Linguistics 2017 Conference, Rio de Janeiro, Brazil. 

Gutierrez, L., & De Costa, P. I. (2017, July).Rescaling communicative activity in the global farmland: The linguistic practices of migrant farmworker youth. Colloquium paper presented at The International Association of Applied Linguistics 2017 Conference, Rio de Janeiro, Brazil. 

Maloney, J.S., & De Costa, P. I. (2017, July).A tale of two sisters: Japanese bilinguals across local and global scales. Paper presented at The International Association of Applied Linguistics 2017 Conference, Rio de Janeiro, Brazil. 

De Costa, P.I. (2017, March). When tragedy strikes: Preparing researchers for unexpected trauma during fieldwork. Colloquium discussant at The Teachers of English to Speakers of Other Languages (TESOL) Convention, Seattle, Washington, USA.

De Costa, P.I. (2017, March). An ecological exploration of the SLA/language policy interface: Insights from linguistic minorities in China. Paper presented at The American Association for Applied Linguistics (AAAL) 2017 Conference, Portland, March 2017.

De Costa, P.I. (2017, March). Language teacher identity and transdisciplinarity in a multilingual world. Colloquium discussant at The American Association for Applied Linguistics (AAAL) 2017 Conference, Portland, March 2017.

Supasiraprapa, S., & De Costa, P.I. (2017, March). Metadiscourse and identity construction in a teaching philosophy: A critical case study of two MATESOL students. Paper presented at The Teachers of English to Speakers of Other Languages (TESOL) Convention, Seattle, Washington, USA.