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社會語言學

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英語教育學系的目標是成為社會語言學和教育領域的領先研究團隊。研究重點關注少數族裔學生面臨的挑戰以及多語言和多元文化課堂中青少年的數位公民身份等關鍵問題。團隊採用跨學科方法進行嚴格的研究,並制定干預計劃,以提高持份者的意識、態度和行為。團隊的工作得到認何,成功取得競爭激烈的資助,並已在國際知名期刊上發表文章。

 

 

與我們合作

 

永續發展目標

2015年,聯合國成員國同意17項全球永續發展目標(SDG),旨在消除貧窮、保護地球、和確保全民繁榮。研究團隊致力於以下永續發展目標的實現:

 

 

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本研究計畫針對多語言和多元文化教育背景下的關鍵挑戰,特別著重少數族裔學生的教育經驗、青少年的數位公民身份以及教師身份發展。研究計畫探討語言政策、教學方法和教育科技如何更好地服務不同的學生群體。此外,本計畫還檢視了內容和語言整合學習(CLIL)與跨語言方法的有效性,並探索了家庭與學校夥伴關係以支援少數族裔學生的成就。

 

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這項研究對於在教育情境中,特別是在像香港這樣的多語言和多文化環境中,推進對社會語言學的理解具有重要意義。它提供了以實證為基礎的解決方案,以改善少數族裔學生的教育成果,同時開發創新的教學方法。研究結果將影響語言教育、教師培訓和數位公民方面的政策和實踐,為社會語言學和教育的理論框架做出貢獻,並提供切實可行的干預措施,以加強不同環境中的教與學。

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該計畫惠及教育領域的多方持份者,包括學生(特別是少數族裔和語言學習者)、教師(在職前和在職教師)、學校管理者、政策制定者和家長。其影響遍及香港、中國大陸和其他 EFL 環境中的各個教育水平,從年輕學習者到大學生。此外,該研究透過 CLIL 應用使護理教育受益,並促進青少年數位公民的發展。研究結果將透過知識轉移活動和高影響力出版物為國際學術界做出貢獻。

 
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研究資助

資助計劃

語常會 (研究與發展計劃)

利用翻譯語言/轉換符號化的學習領域模式來提高 ESL 初中學生的學術英語素養

優配研究金

彌合差距:研究內容和語言整合學習 (CLIL) 與護理教育中的跨語言和跨符號教學法的有效性

傑出青年學者計劃

在英語授課 (EMI) 的課堂中學習聆聽: 策略教學對學生的策略應用和學習的成效

優配研究金

網絡社交實踐對青少年網絡身份和自我概念清晰度的影響:模式與機制

語常會

數位時代香港弱勢家庭的家庭語言政策: 英語學習的前因、過程和影響

優配研究金

青少年的數位素養實踐、網路社交與福祉:前因、模式與互動

優配研究金

探索青少年在社交媒體中的數碼公民身份: 形成與轉化, 數碼素養和影響因素

優配研究金

中國內地兒童英語教師的身份構建

優配研究金

職前外語教師思辨教學能力培養:一項基於香港的民族志個案研究

優配研究金

家校合作支持少數族裔學生在香港的成就

 

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.

 

國際成就或獎項

  1. 2024 年 10 月、2022 年 9 月 - 史丹福大學全球前 2% 最常被引用的科學家 (練美兒教授、谷明月教授、John Trent 教授)