Chung, R., & Cardoso, W. (2024). Parlure Games: Leaping outta the HVPT lab and into the ecological classroom. TESL Canada Journal, 41(1), 79-102.

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. Downloadable Plurilingual Landguaging teaching template.

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).

*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.