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Dr GU, Mingyue Michelle

Dr GU, Mingyue Michelle

Head of Department
Associate Professor

Journal Publications

 

  • Gu, M., Guo, X., & Lin, Y. (forthcoming). Negotiating scale and mobility: Transnational Koreans in Shanghai. International Journal of Multilingualism.
  • Gu, M., Huang, F., & Lin, A. M. Y. (Eds.) (in process). Special Issue: Multilingual and multimodal digital communication in the post-pandemic era. Journal of Multilingual and Multicultural Development.
  • Gu, M., & Yu, L. (2021). An investigation of citizenship construction among students in higher education: A Foucauldian perspective. Higher Education.

  • Wei, C., Gu, M., Jiang, L. J. (2021). Exploring family language policymaking of internal migrant families in contemporary China: negotiating habitus, capital and the social field. Current Issues in Language Planning.

  • Gu, M., Chiu, M. & Li, Z. (2021). Acculturation, perceived discrimination, academic identity, gender and Chinese language learning among Ethnic Minority Adolescents: A structural equation modeling analysis. International Journal of Bilingual Education and Bilingualism. More Details
  • Gu, M., Li, Z. & Jiang, L. (2021). Navigating the instructional settings of EMI: A spatial perspective on university teachers’ experiences. Journal of Multilingual and Multicultural Development. More Details
  • Ou, W. & Gu, M. (Forthcoming). 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.
  • Ou, W., Gu, M. & Hult, F. (2021). Translanguaging for Intercultural Communication in International Higher Education: Transcending English as a Lingua Franca. International Journal of Multilingualism.
  • Liu, X., Gu, M. & Jin, T. (2021). Strategy use in collaborative academic reading: Understanding how undergraduate students co-construct comprehension of academic texts. Language Teaching Research.
  • Ou, W. & Gu, M. (2021). Negotiating language use and norms in intercultural communication: Multilingual university students’ scaling practices in translocal space. Linguistics and Education.
  • Gu, M. & Han, Y. (2021). Exploring family language policy and planning among ethnic minority families in Hong Kong: Through a socio-historical and processed lens. Current Issues in Language Planning. 22, 4, p. 466-486.  More Details
  • Guo, K., Gu, M. & Jin, T. (2021). Evaluating Sources of Evidence for Argumentative Writing: A Collaborative Learning Design. TESOL Quarterly. [Invited Teaching Issues]. More Details
  • Gu, M. (2021). Identity Construction and Scale Making of Migrant University Students in Multilingual Settings: A Scalar Analysis. International Journal of Bilingual Education and Bilingualism, 24(3), 357-372. More Details
  • Ou, W. A., Gu, M., & Hult, F. M. (2021). Language policy and planning for English medium instruction in higher education. Journal of English as the Medium of Instruction.
  • Ou, A. & Gu, M. (2021). Language socialization and identity in intercultural communication: Experience of Chinese students in a transnational university in China. International Journal of Bilingual Education and Bilingualism, 24(3), 419-434. More Details
  • Ou, W., Gu, M. & Hult, F. (Forthcoming). Discursive Ripple Effects in Language Policy and Practice: Multilingualism and English as an Academic Lingua Franca in Transnational Higher Education. Australian Review of Applied Linguistics.
  • Lai, C., Gu, M. , Gao, F. & Yung, J.W.S. (2020). Motivational mechanisms of ethnic minorities’ social media engagement with mainstream culture. Journal of Multilingual and Multicultural DevelopmentMore Details
  • Gu, M. & Lai, C. (2019). From Chungking Mansions to Tertiary Institution: Acculturation and language practices of an immigrant mother and her daughter. Linguistics and Education, 52, 52-60.
  • Gu, M. & Lai, C. (2019). An ethical analysis of how ESL teachers construct their professional identities through the use of information technology in teaching. British Educational Research Journal, 45(5), 918-937.
  • Gu, M. & Canagarajah, S. (2018). Harnessing the professional value of a transnational disposition: Perceptions of migrant English language teachers in Hong Kong. Applied Linguistics, 39(5), 718-740. More Details
  • Gu, M. (2018). Teaching students from other cultures: An exploration of language teachers’ experiences with ethnic minority students in Hong Kong. Journal of Language, Identity and Education, 1-15. More Details
  • Guo, X. & Gu, M. (2018). Reconfiguring Uyghurness in multilingualism: An internal migration perspective: An internal migration perspective. Ethnic and Racial Studies, 41(11), 2028-2047. More Details
  • Guo, X. & Gu, M. (2018). Exploring Uyghur University students’ identities constructed through multilingual practices in China. International Journal of Bilingual Education and Bilingualism, 21, 480-495. doi: 10.1080/13670050.2016.1184613. More Details
  • Gu, M., Mak, B. & Qu, X. (2017). Ethnic Minority Students from South Asia in Hong Kong: Language Ideologies and Discursive Identity Construction. Asia Pacific Journal of Education, 37(3), 360-374. More Details
  • Gu, M., Kou, Z. & Guo, X. (2017). Understanding Chinese language teachers’ language ideologies in teaching South Asian students in Hong Kong. International Journal of Bilingual Education and BilingualismMore Details
  • Guo, X. & Gu, M. (2016). Identity formation of Ethnic Minority English Learners in a Multilingual University in China. Asian Journal of Applied Linguistics, 3(1), 4-16.
  • Guo, X. & Gu, M. (2016). Identity construction through English language learning in intra-national migration: A study on Uyghur students in China. Journal of Ethnic and Migration Studies, 42(14), 2430-2447. More Details
  • Gu, M. & Cheung, D. (2016). L2 ideal self, parental encouragement, acculturation, and motivated learning behavior of ethnic minority students in Hong Kong: A structural equation modeling approach. System, 57, 14-24. More Details
  • Gu, M. & Qu, X. (2015). Ideological disqualification in language use: being newcomers in primary education. Research Papers in Education, 30(4), 506-522. More Details
  • Gu, M. & Benson, P. (2015). The formation of English teacher identities: A crosscultural investigation. Language Teaching Research, 19(2), 187-206. More Details
  • Gu, M. (2015). A complex interplay between religion, gender and marginalization: Pakistani schoolgirls in Hong Kong. Ethnic and Racial Studies, 38(11), 1934-1951. More Details
  • Lai, C., Gu, M. & Hu, J. (2015). Understanding legitimate teacher authority in a cross-cultural teaching context: Pre-service Chinese language teachers doing teaching practicum in international schools in Hong Kong. Journal of Education for Teaching, 41(4), 417-434. More Details
  • Gu, M. (2015). Symbolic competence in multilingual interactions in a university setting. Multilingua, 36(1), 59-88. More Details
  • Gu, M. (2014). From opposition to transcendence: The language practices and ideologies of students in a multilingual university. International Journal of Bilingual Education and Bilingualism, 17(3), 310-329. More Details
  • Gu, M., Patkin, J. & Kirkpatrick, A (2014). The dynamic identity construction in English as lingua franca intercultural communication: A positioning perspective. System, 46, 131-142. More Details
  • Gu, M. & Patkin, J. (2013). Heritage and identity: Ethnic minority students from South Asia in Hong Kong. Linguistics and Education, 24(2), 131-141. More Details
  • Gu, M. (2013). Cultural identity in teaching across borders: Mainland Chinese preservice teachers in Hong Kong. Asia Pacific Journal of Education, 33(4), 407-423. More Details
  • Gu, M. (2013). From pre-service to in-service teachers: A longitudinal investigation of the professional development of English language teachers in secondary schools. Educational Studies, 39(5), 503-521. More Details
  • Gu, M. & Tong, H-K. (2012). Space, scale and languages: Identity construction of cross-boundary students in a multilingual university in Hong Kong. Language and Education, 26(6), 501-515. More Details
  • Gu, M. & Lai, C. (2012). Motivation and commitment: Pre-service teachers from Hong Kong and Mainland China at a training institute in Hong Kong. Teacher Education Quarterly, 39(3), 45-61. More Details
  • Gu, M. (2011c). ‘I am not qualified to be a Honkongese because of my accented Cantonese’: Mainland Chinese immigrant students in Hong Kong. Journal of Multilingual and Multicultural Development, 32(6), 515-529. More Details
  • Gu, M. (2011b). Cross-border pre-service teachers in Hong Kong: ‘To be or not to be integrated, that is the problem’. Journal of Education for Teaching, 37(2), 139-154. More Details
  • Gu, M. (2011a). Language choice and identity construction in peer interactions: Insights from a multilingual university in Hong Kong. Journal of Multilingual and Multicultural Development, 32(1), 17-31. More Details
  • Lai, C. & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335. More Details
  • Gu, M. (2010c). The discursive construction of college English learners’ identity in cross-cultural interactions. Critical Inquiry in Language Studies: An International Journal, 7(4), 298-333. More Details
  • Gu, M. (2010b). Identities constructed in difference: English language learners in China. Journal of Pragmatics, 42(1), 139-152. More Details
  • Gu, M. (2010a). National identity in EFL learning: A longitudinal inquiry. Changing English, 17(1), 57-67. More Details
  • Gu, M. (2009). College English learners’ discursive motivation construction in China. System, 37(2), 300-312. More Details
  • Gu, M. (2008). Identity construction and investment transformation: College students from non-urban area in China. Journal of Asian Pacific Communication, 18(1), 49-70. More Details

Book Chapters

 

  • Gu, M., & Tong, H.K. (2021). Multilingualism and Identity in Hong Kong Education After 1997. In George Noblit (Ed.), . Oxford Research Encyclopedia of Education. New York: Oxford University Press. doi:10.1093/acrefore/9780190264093.013.1538. More Details
  • Gu, M. (2018). Family acculturation, parental style, and ethnic minority students’ identity construction in Hong Kong. In Y. Guo (Ed.), Home-School Relations: International Perspectives (pp. 155-174). Singapore: Spinger.
  • Gu, M. & Guo, X. (2017). Being Uyghur or Being Muslim? – Identity Construction of Tertiary-level Uyghur Students in China. In M. Mac an Ghaill & C. Haywood (Eds.), Schooling a ‘Suspect Community’: Education, neo-liberalism and Muslim students (pp. 179-198). London: Palgrave Macmillan. More Details
  • Gu, M. & Qu, X. (2016). The discursive construction of college English learners’ motivation in China. In D. Singleton (Ed.), L2 selves and motivations in Asian contexts . Bristol, UK: Multilingual Matters.
  • Gu, M. (2015). Identity re-construction in a new habitus: An investigation of the language-related educational experiences of immigrant Mainland Chinese students in a multilingual university in Hong Kong. In C. Ng, B. Fox & M. Nakano (Eds.), Reforming learning and teaching in Asia-pacific universities (pp. 77-94). Singapore: Springer. More Details
  • Gu, M. (2013). Individuality in L2 identity construction: The stories of two Chinese learners of English. In P. Benson & L. Cooker (Eds.), The applied linguistic individual: Sociocultural approaches to identity, agency and autonomy (pp. 119-134). London: Equinox. More Details
  • Gu, M. (2013). Language practices and transformation of language ideologies: Mainland Chinese students in a multilingual university in Hong Kong. In H. Haberland, D. Lønsmann & B. Preisler (Eds.), Language alternation, language choice and language encounter in international tertiary education (pp. 223-236). Dordrecht, The Netherlands: Springer. More Details
  • Gu, M. (2008). Advancing an integrative theoretical framework for second language motivation research. In I. Guske & B. Swaffield (Eds.), Education landscapes in the 21st Century: Cross-cultural challenges and multi-disciplinary perspectives (pp. 82-100). Cambridge: Cambridge Scholars Publishing.
  • Gu, M. (2005). Imagined communities, identity and English language learning in the PRC. In (Ed.), Research studies in education, 1 (pp. 22-33).
  • Gu, M. (2004). Returns on investment in interaction: English language learning in China. In (Ed.), Research studies in education, 2 (pp. 203-214).

Scholarly Books

 

  • Gu, M., Liu, Y., Huang, F. (under contract). Re-envisioning English-medium Instruction in K-12 Schools: Policy, Research and Practice. Springer.