谷明月教授
Journal Publications
67. | Gu, M., Chiu, M., Li, Z. (2023). Adult ethnic minorities’ mainstream language proficiencies: Cultural knowledge, cultural identification, and language use attitudes. Language, Culture and Curriculum. (SSCI, Q1 in Linguistics and Language, impact factor: 2.214) (A) |
66. | Yu, L, Gu, M. & Chan, K.L. (2023). Hong Kong Adolescents' Participation in Political Activities: Correlates of Violent Political Participation. Applied Research in Quality of Life. (SSCI: 3.447) |
65. | Gu, M., Han, Y., & Tang, L. (2022). Family language policy in a multilingual Mongolian family in China: A Multi-level perspective. Journal of Multilingual and Multicultural Development. (SSCI, Q1 in Cultural Studies, impact factor: 2.814) (A*) |
64. | Gu, M., Jiang, L., & Ou, W. (2022). Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers. Language Teaching Research. (SSCI, Q1 in Education, impact factor: 3.899) (A*) |
63. | Jin, T., Jiang, Y., Gu, M., & Chen, J. (2022). “Their encouragement makes me feel more confident”: Exploring peer effects on learner engagement in collaborative reading of academic texts. Journal of English for Academic Purposes, 60, 1-13. (SSCI, Q1 in Education and Linguistics and Language, impact factor: 2.811) (A*) |
62. | Gu, M., & Huang, F. (2022). Transforming habitus and recalibrating capital: University students’ experiences in online learning and communication during the COVID-19 pandemic. Linguistics and Education. (SSCI, Q1 in Education, impact factor: 1.592) (A) |
61. | Gu, M., Lee, C-K-J., Jin, T. (2022). A trans-languaging and trans-semiotizing perspective on subject teachers’ linguistic and pedagogical practices in EMI programmes. Applied Linguistics Review. (SSCI, Q1 in Language and Linguistics, impact factor: 2.655) (A) |
60. | Jiang, L., Gu, M.*, & Fang, F. (2022). Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong TESOL classrooms. Applied Linguistics Review. (SSCI, Q1 in Language and Linguistics, impact factor: 2.655) (A) (corresponding author) |
59. | Ou, W., Hult, F., & Gu, M. (2022). Language policy and planning for English medium instruction in higher education. Journal of English as the Medium of Instruction. |
58. | Gu, M., Guo, X., & Lin, Y. (2022). Negotiating scale and mobility: Transnational Koreans in Shanghai. International Journal of Multilingualism. (SSCI, Q1 in Language and Linguistics, impact factor: 2.714) (A*) |
57. | Jiang, L., & Gu, M. (2022). Understanding youths’ civic participation online: A digital multimodal composing perspective. Learning, Media and Technology. (SSCI, Q1 in Education, impact factor: 4.682) (A*) |
56. | Jiang, L., & Gu, M. (2022). Toward a Professional Development Model for Critical Digital Literacies in TESOL. TESOL Quarterly. (SSCI, Q1 in Education, impact factor: 3.692) (A*) |
55. | Ou, W., Gu, M.* & Lee, C-K-J. (2022). Learning and communication in online international higher education in Hong Kong: ICT-mediated translanguaging competence and virtually translocal identity. Journal of Multilingual and Multicultural Development. (SSCI, Q1 in Cultural Studies, impact factor: 2.814) (A*) (*corresponding author) |
54. | 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. 1-15. doi: 10.1080/13670050.2021.1920882 (SSCI, Q1 in Education, impact factor: 4.159) (A*) |
53. | Gu, M., & Yu, L. (2021). An investigation of citizenship construction among students in higher education: A Foucauldian perspective. Higher Education. 1-15. doi: 10.1007/s10734-021-00754-z (SSCI, Q1 in Education, impact factor: 4.634) (A*) |
52. | Ou, W., & Gu, M.* (2021). 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. 1-18. doi: 10.1080/13670050.2021.1949261 (SSCI, Q1 in Education, impact factor: 4.159) (A*) (*corresponding author) |
51. | Ou, W., Gu, M.*, & Hult, F. M. (2021). 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, 44(2), 154-179. (Q1 in Language and Linguistics, impact factor: 0.27) (C) (*corresponding author) |
50. | 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), 466-486. (SSCI, Q1 in Education, impact factor: 1.523) (A) |
49. | Wei, C., Gu, M.*, & Jiang, L. (2021). Exploring family language policymaking of internal migrant families in contemporary China: Negotiating habitus, capital and the social field. Current Issues in Language Planning. 1-23. doi: 10.1080/14664208.2021.2013062 (SSCI, Q1 in Education, impact factor: 1.523) (A) (*corresponding author) |
48. | 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. DOI: 10.1080/13670050.2018.1465887. (SSCI, Q1 in Education, impact factor: 4.159) (A*) |
47. | 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. DOI: 10.1080/13670050.2018.1472207 (SSCI, Q1 in Education, impact factor: 4.159) (A*) (*corresponding author) |
46. | 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. (SSCI, Q1 in Cultural Studies, impact factor: 2.814) (A*) |
45. | 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. doi: 10.1177/13621688211025688 (SSCI, Q1 in Education, impact factor: 3.899) (A*) |
44. | Guo, K., Gu, M., & Jin, T. (2021). Evaluating sources of evidence for argumentative writing: A collaborative learning design. TESOL Quarterly, 55(3), 1060-1070. doi: 10.1002/tesq.3025 (SSCI, Q1 in Education, impact factor: 3.692) (A*) |
43. | Gu, M., & Tong, H. K. (2021). The representation of multilingualism and citizen identity in a series of public service advertisements. International Journal of Bilingual Education and Bilingualism, 24(6), 855-867. doi: 10.1080/13670050.2018.1521367 (SSCI, Q1 in Education, impact factor: 4.159) (A*) |
42. | Ou, W., Gu, M.,* & Hult, F. (2020). Translanguaging for Intercultural Communication in International Higher Education: Transcending English as a Lingua Franca. International Journal of Multilingualism, 1-19. (SSCI, Q1 in Language and Linguistics, impact factor: 2.714) (A) (*corresponding author) |
41. | Gu, M., Lee, J. C-K., Lai, C. (2020). Neo-liberal paradox of teaching among ESL teachers of ethnic minority students in Hong Kong. Journal of Multilingual and Multicultural Development. (SSCI, Q1 in Cultural Studies, impact factor: 2.814) (A*) |
40. | 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: https://doi.org/10.1080/01434632.2019.1622708 (SSCI, Q1 in Cultural Studies, impact factor: 2.814) (A*) |
39. | Ou, W., & Gu, M.* (2020). Negotiating language use and norms in intercultural communication: Multilingual university students’ scaling practices in translocal space. Linguistics and Education. 1-11. (SSCI, Q1 in Education, impact factor: 1.592) (A) (*corresponding author) |
38. | Gu, M., & Lee, J. C-K. (2020). Migrating capital and habitus: the extended space of female transnational migrants in Hong Kong. Ethnic and Racial Studies, 43(10), 1833-1853. doi: http://dx.doi/full/10.1080/01419870.2019.1671596 (SSCI, Q1 in Anthropology, impact factor: 3.211) (A*) |
37. | 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 Development, 1-17. doi: 10.1080/01434632.2020.1738442 (SSCI, Q1 in Cultural Studies, impact factor: 2.814) (A*) |
36. | 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. doi: http://dx.doi.org/10.1016/j.linged.2019.06.001 (SSCI, Q1 in Education, impact factor: 1.592) (A) |
35. | Gu, M.& Lee, J. C-K. (2019). "They lost internationalization in pursuit of internationalization": Students' language practices and identity construction in a Cross-disciplinary EMI programme in a university in China. Higher Education, 78(3,) 389-405. DOI: 10.1007/s10734-018-0342-2. (SSCI, Q1 in Education, impact factor: 4.634) (A*) |
34. | 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. doi: https://doi.org/10.1002/berj.3531 (SSCI, Q1 in Education, impact factor: 2.75) (A*) |
33. | Feng, F., Long, Y., & Gu, M. (2019). 大學生學術英語演講論證能力發展的個案研究. 外語界, 5, 39-47 (CSSCI, impact factor: 3.416) |
32. | Gu, M., Guo, X., & Lee, J. C-K. (2019). The interplay between ethnic identity and academic identity construction among South Asian students in Hong Kong tertiary education. Higher Education, 78(6), 1109-1127. doi: https://doi.org/10.1007/s10734-019-00391-7 (SSCI, Q1 in Education, impact factor: 4.634) (A*) |
31. | Gu, M., Kou, Z., & Guo, X. (2019). Understanding Chinese language teachers’ language ideologies in teaching South Asian students in Hong Kong. International Journal of Bilingual Education and Bilingualism, 22(8), 1030-1047 doi: 10.1080/13670050.2017.1332000 (SSCI, Q1 in Education, impact factor: 4.159) (A*) |
30. | 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. doi:10.1093/applin/amw048. (SSCI, Q1 in Communication, Q1 in Linguistics and Languages; impact factor: 5.741; five-year impact factor: 5.374) (A*) |
29. | Gu, M., & Tong, H.K. (2018). The representation of multilingualism and citizen identity in a promotional video. International Journal of Bilingual Education and Bilingualism. DOI:10.1080/13670050.2018.1521367 (SSCI, Q1 in Education, impact factor: 4.159). (A*) |
28. | 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, 17(1), 1-15. doi: https://doi.org/10.1080/01419870.2017.1343485 (SSCI, Q1 in Anthropology, impact factor: 3.211) (A*) (*corresponding author) |
27. | 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, 17(1), 1-15. doi: https://doi.org/10.1080/15348458.2017.1381566 (SSCI, Q1 in Education, impact factor: 1.37) (A*) |
26. | 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. (SSCI, Q1 in Education, impact factor: 4.159) (A*) (*corresponding author) |
25. | Gu, M. (2017). Symbolic competence in multilingual interactions in a university setting: A complexity analysis. Multilingua, 36(1), 59-88. (SSCI, Q1 in Language and Linguistics, impact factor: 1.339) (A) |
24. | 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. doi: 10.1080/02188791.2017.1296814 (SSCI, Q2 in Education, impact factor: 1.057) (B) |
23. | Gu, M. & Cheung, D. (2016). Ideal L2 self, acculturation, and Chinese language learning among South Asian students in Hong Kong: A structural equation modelling analysis. System, 57, 14-24. doi: https://doi.org/10.1016/j.system.2016.01.001 (SSCI, Q1 in Education, impact factor: 3.167) (A*) |
22. | 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. doi: 10.1080/1369183X.2016.1205942. (SSCI, Q1 in Arts and Humanities (miscellaneous), impact factor: 5.34) (A*) (*corresponding author) |
21. | Guo, X., & Gu, M.* (2016). Negotiating identity and English performative competence: Uyghur students in tertiary education in China. The Asian Journal of Applied Linguistics, 3(1), 4-16. (*corresponding author) |
20. | 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. (SSCI, Q1 in Education, impact factor: 1.978) (A) |
19. | Gu, M. (2015). A complex interplay between religion, gender and marginalization: Pakistani schoolgirls in Hong Kong. Ethnic and Racial Studies, 38(11), 1934-1951. doi: https://doi.org/10.1080/01419870.2014.941895 (SSCI, Q1 in Anthropology, impact factor: 3.211) (A*) |
18. | Gu, M., & Benson, P. (2015). The formation of English teacher identities: A cross-cultural investigation. Language Teaching Research, 19(2), 187-206. doi: https://doi.org/10.1177/1362168814541725 (SSCI, Q1 in Education, impact factor: 3.899) (A*) |
17. | Gu, M., & Qu, X. (2015). Ideological disqualification in language use: being newcomers in primary education. Research Papers in Education, 30(4), 506-522. doi: https://doi.org/10.1080/02671522.2014.970227 (SSCI, Q1 in Education, impact factor: 2.624) (A) |
16. | Gu, M., Patkin, J., & Kirkpatrick, A. (2014). The dynamic identity construction in English as lingua franca intercultural communication: A positioning perspective. System, 46, 132-142. doi: (SSCI, Q1 in Education, impact factor: 3.167) (A*) |
15. | 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. doi: https://doi.org/10.1016/j.system.2014.07.010 (SSCI, Q1 in Education, impact factor: 4.159) (A*) |
14. | 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. doi: https://doi.org/10.1080/03055698.2013.801769 (SSCI, Q2 in Education, impact factor: 1.190) (B) |
13. | Gu, M. (2013). Cultural identity in teaching across borders: Mainland Chinese pre-service teachers in Hong Kong. Asia Pacific Journal of Education, 33(4), 407-423. doi: https://doi.org/10.1080/02188791.2013.808987 (SSCI, Q2 in Education, impact factor: 1.057) (B) |
12. | Gu, M., & Patkin, J. (2013). Heritage and identity: Ethnic minority students from South Asia in Hong Kong. Linguistics and Education, 24(2), 131-141. doi: https://doi.org/10.1016/j.linged.2012.12.008 (SSCI, Q1 in Education, impact factor: 1.592) (A) |
11. | 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. (B) |
10. | 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. doi: https://doi.org/10.1080/09500782.2012.663553 (SSCI, Q1 in Education, impact factor: 2.032) (A) |
9. | Gu, M. (2011). ‘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. doi: https://doi.org/10.1080/01434632.2011.614350 (SSCI, Q1 in Cultural Studies, impact factor: 2.814) (A*) |
8. | Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335. doi: https://doi.org/10.1080/09588221.2011.568417 (SSCI, Q1 in Computer Science Applications, impact factor: 4.789) (A*) |
7. | Gu, M. (2011). 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. (SSCI, Q1 in Education, impact factor: 1.978) (A) |
6. | Gu, M. (2011). 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. doi: https://doi.org/10.1080/01434632.2010.532876 SSCI, Q1 in Cultural Studies, impact factor: 2.814) (A*) |
5. | Gu, M. (2010). The discursive construction of college English learners’ identity in cross-cultural interactions. Critical Inquiry in Language Studies: An International Journal, 7(4), 298-333 doi: https://doi.org/10.1080/15427587.2010.521488 (Q1 in Education, impact factor: 2.30) (A) |
4. | Gu, M. (2010). Identities constructed in difference: English language learners in China. Journal of Pragmatics, 42 (1), 139-152. doi: https://doi.org/10.1016/j.pragma.2009.06.006 (SSCI, Q1 in Linguistics and Language, impact factor: 1.476) (A) |
3. | Gu, M. (2010). National identity in EFL learning: A longitudinal inquiry. Changing English, 17 (1), 57-67. doi: https://doi.org/10.1080/13586840903557076 (ESCI, Q1 in Cultural Studies, impact factor: 0.7) (A) |
2. | Gu, M. (2009). College English learners’ discursive motivation construction in China. System, 37 (2), 300-312. doi: https://doi.org/10.1016/j.system.2008.11.006 (SSCI, Q1 in Education, impact factor: 3.167) (A*) |
1. | 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. doi: https://doi.org/10.1075/japc.18.1.04gu (ESCI, Q3 in Communication, impact factor: 0.30) (C) |
Book Chapters
8. | 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. |
7. | 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. |
6. | 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. |
5. | 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. |
4. | 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. |
3. | 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. |
2. | 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. |
1. | 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. |
Editorship
- Co-editor of Critical Inquiry in Language Studies (Q1)
- Co-editor of the Book Series of Critical Perspectives on Language, Mobility and International Education, Bloomsbury Publishing