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社会语言学

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英语教育学系的目标是成为社会语言学和教育领域的领先研究团队。研究重点关注少数族裔学生面临的挑战以及多语言和多元文化课堂中青少年的数位公民身份等关键问题。团队采用跨学科方法进行严格的研究,并制定干预计划,以提高持份者的意识、态度和行为。团队的工作得到认何,成功取得竞争激烈的资助,并已在国际知名期刊上发表文章。

 

 

与我们合作

 

永续发展目标

2015年,联合国成员国同意17项全球永续发展目标(SDG),旨在消除贫穷、保护地球、和确保全民繁荣。研究团队致力于以下永续发展目标的实现:

 

 

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本研究计画针对多语言和多元文化教育背景下的关键挑战,特别着重少数族裔学生的教育经验、青少年的数位公民身份以及教师身份发展。研究计画探讨语言政策、教学方法和教育科技如何更好地服务不同的学生群体。此外,本计画还检视了内容和语言整合学习(CLIL)与跨语言方法的有效性,并探索了家庭与学校伙伴关系以支援少数族裔学生的成就。

 

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这项研究对于在教育情境中,特别是在像香港这样的多语言和多文化环境中,推进对社会语言学的理解具有重要意义。它提供了以实证为基础的解决方案,以改善少数族裔学生的教育成果,同时开发创新的教学方法。研究结果将影响语言教育、教师培训和数位公民方面的政策和实践,为社会语言学和教育的理论框架做出贡献,并提供切实可行的干预措施,以加强不同环境中的教与学。

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该计画惠及教育领域的多方持份者,包括学生(特别是少数族裔和语言学习者)、教师(在职前和在职教师)、学校管理者、政策制定者和家长。其影响遍及香港、中国大陆和其他 EFL 环境中的各个教育水平,从年轻学习者到大学生。此外,该研究透过 CLIL 应用使护理教育受益,并促进青少年数位公民的发展。研究结果将透过知识转移活动和高影响力出版物为国际学术界做出贡献。

 
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研究资助

资助计划

语常会 (研究与发展计划)

利用翻译语言/转换符号化的学习领域模式来提高 ESL 初中学生的学术英语素养

优配研究金

弥合差距:研究内容和语言整合学习 (CLIL) 与护理教育中的跨语言和跨符号教学法的有效性

杰出青年学者计划

在英语授课 (EMI) 的课堂中学习聆听: 策略教学对学生的策略应用和学习的成效

优配研究金

网络社交实践对青少年网络身份和自我概念清晰度的影响:模式与机制

语常会

数位时代香港弱势家庭的家庭语言政策: 英语学习的前因、过程和影响

优配研究金

青少年的数位素养实践、网路社交与福祉:前因、模式与互动

优配研究金

探索青少年在社交媒体中的数码公民身份: 形成与转化, 数码素养和影响因素

优配研究金

中国内地儿童英语教师的身份构建

优配研究金

职前外语教师思辨教学能力培养:一项基于香港的民族志个案研究

优配研究金

家校合作支持少数族裔学生在香港的成就

 

出版刊物

  1. Zhang, S., Mingyue Gu, M., Sun, W., & Jin, T. (2024). Digital literacy competence, digital literacy practices and teacher identity among pre-service teachers. Journal of Education for Teaching, 50(3), 464-478. https://doi.org/10.1080/02607476.2023.2283426 (SSCI, Q2 in Education)
  1. Gu, M. M., Jiang, G. L., & Chiu, M. M. (2024). Translanguaging, motivation, learning, and intercultural citizenship among EMI students: A structural equation modelling analysis. International Journal of Intercultural Relations, 100, 101983. https://doi.org/10.1016/j.ijintrel.2024.101983 (SSCI, Q1 in Social Sciences)
  1. Jiang, L., Zhou, N., Gu, M. M.*, & Li, X.* (2024). Exploring student motivation and engagement in EMI: A latent profile analysis. Language and Education, 1-19. https://doi.org/10.1080/09500782.2024.2311146 (SSCI, Q1 in Education)
  1. Lu, C.*, & Gu, M. M.* (2024). Review of research on digital translanguaging among teachers and students: A visual analysis through CiteSpace. System, 123, 103314. https://doi.org/10.1016/j.system.2024.103314 (SSCI, Q1 in Linguistics)
  1. Lu, C., & Gu, M. M. (2024). A systematic review and meta-analysis of factors and outcomes of digital citizenship among adolescents. Asia Pacific Journal of Education, 1-16. https://doi.org/10.1080/02188791.2023.2296352 (SSCI, Q2 in Education)
  1. Gu, M. M., Huang, C. F., & Lee, C. K. J. (2023). Investigating university students’ digital citizenship development through the lens of digital literacy practice: A Translingual and transemiotizing perspective. Linguistics and Education, 77, 101226. https://doi.org/10.1016/j.linged.2023.101226 (SSCI, Q1 in Linguistics)
  1. Li, Z., Gu, M. M., & Zhu, Y. (2023). Identity and cultural intimacy of Central Asian students in a Hong Kong university. Globalisation, Societies and Education, 1-14. https://doi.org/10.1080/14767724.2023.2272148 (ESCI, Q1 in Education)
  1. Gu, M. M., Jiang, L., & Ou, W. A. (2022). Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers. Language Teaching Research. Advance online publication. doi: 10.1177/13621688221117061 (SSCI, Q1 in Education)
  1. Gu, M., & Tong, H. K. (2020). Constructing classed linguistic practices across borders: Family language policy in South(east) Asian families in Hong Kong. Journal of Multilingual and Multicultural Development, 41(7), 581-599. doi: 10.1080/01434632.2019.1622708 (SSCI, Q1 in Linguistics)
  1. Gu, M. M., & Yu, L. (2022). An investigation of citizenship construction among students in higher education: A Foucauldian perspective. Higher Education, 84(1), 51-65. doi: 10.1007/s10734-021-00754-z (SSCI, Q1 in Education)
  1. Ou, W. A., & Gu, M. M. (2022). Competence beyond language: Translanguaging and spatial repertoire in teacher-student interaction in a music classroom in an international Chinese University. International Journal of Bilingual Education and Bilingualism, 25(8), 2741-2758. doi: 10.1080/13670050.2021.1949261 (SSCI, Q1 in Linguistics)
  1. Huang, C. F. (2022). Transgression in institutional space: Heteroglossic political signs in a Hong Kong university. Journal of Sociolinguistics, 26(4), 441-461. doi: 10.1111/josl.12554
  1. Gu, M. M., & Huang, C. F. (2022). Transforming habitus and recalibrating capital: University students’ experiences in online learning and communication during the COVID-19 pandemic. Linguistics and Education, 69. Retrieved from https://doi.org/10.1016/j.linged.2022.101057 (SSCI, Q1 in Linguistics)
  1. Lee, J. S., Lee, K., & Chen Hsieh, J. (2022). Understanding willingness to communicate in L2 between Korean and Taiwanese students. Language Teaching Research, 26(3), 455-476. doi: 10.1177/1362168819890825
  1. Lo, Y. Y., Lin, A. M. Y., & Liu, Y. (2023). Exploring content and language co-construction in CLIL with semantic waves. International Journal of Bilingual Education and Bilingualism, 26(3), 289-310. doi: 10.1080/13670050.2020.1810203
  1. Liu, Y. & Lin, A. M. Y.(2024 forthcoming) .Spontaneous teacher collaboration in early primary CLIL classrooms with pupils of special educational needs (SEN): A dynamic translanguaging and trans-semiotizing perspective. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2024.2441408
  1. Liu, Y. & Lin, A. M. Y. (2024). Positioning gender in time-travel: time-travel TV dramas as dialogic resources for constructing and re-imagining identity among Mainland Chinese postgraduates in Hong Kong. Feminist Media Studies. https://doi.org/10.1080/14680777.2024.2374813
  1. Liu, Y. (2024) Translanguaging for doing gender in English-medium classrooms in Hong Kong: Towards critical CLIL in plurilingual settings. Journal of Language, Identity & Education. https://doi.org/10.1080/15348458.2023.2281959
  1. Liu, Y. (2020). Translanguaging and trans-semiotizing as planned systematic scaffolding: Examining feeling-meaning in CLIL classrooms. English Teaching and Learning, 44, 149–173.
  1. Liu, Y. (2022). Pedagogy of Multiliteracies in Self-directed Content and Language Integrated Learning: Innovating with the Social System-Genre- Multimodalities (SGM) framework. OLBI Journal.
  1. Liu, Y. (accepted). Social semiotics and critical applied linguistics. In A. M. Y. Lin and P. d. Santos (Eds.) Encyclopedia of Applied Linguistics (2nd Edition).Wiley.
  1. Liu, Y. and Lin, A. M. Y. (2021). “Translanguaging and trans-semiotizing as artistic performance: Rapping the city, rapping the Hong Kong identity”. In T. K. Lee (ed.), The Routledge Handbook of Translation and the City. Routledge.

 

国际成就或奖项

  1. 2024 年 10 月、2022 年 9 月 - 史丹福大学全球前 2% 最常被引用的科学家 (练美儿教授、谷明月教授、John Trent 教授)