- Faculty of Education
Memorial University of Newfoundland
St John's NL A1B 3X8
Canada - 709-864-6224
Xuemei Li
Memorial University of Newfoundland, Faculty of Education, Faculty Member
Community-based arts practice is programming that informs and fosters essential components of well-being and belonging, including resilience, community attachment via interpersonal connection and exchange as preventive to mental health... more
Community-based arts practice is programming that informs and fosters essential components of well-being and belonging, including resilience, community attachment via interpersonal connection and exchange as preventive to mental health stressors. Our Art Hive is in a centre-city high school with immigrant and refugee youth in St. John’s Newfoundland, where newcomers often face an insider/outsider dynamic of disconnection. The pop-up Art Hive is a publicly accessible and community-located art-making space grounded in Adlerian theory, collaborative community development, feminist thought, and social justice. Through a community-situated arts-based participatory process, we sought emergent themes. An earlier phase of our collaborative project involved visual art-making and exploring experiences of inclusion and belonging. A second phase of the project included some of the same youth and new members, adding local students invited by the immigrant and refugee youth. This phase explored r...
Research Interests:
This study looks into the changing voice of Chinese Post--80s' students in English academic writing. Data were collected qualitatively through interviews with four Chinese Post--80s overseas graduate students and through an... more
This study looks into the changing voice of Chinese Post--80s' students in English academic writing. Data were collected qualitatively through interviews with four Chinese Post--80s overseas graduate students and through an examination of their English essays with a focus on discursive features. Findings indicate that Chinese Post--80s' voice is changing as a result of their use of linear logical patterns, reduced influence of the ideology of collectivism, and dismissal of the traditional eight--legged essay. The paper offers pedagogical implications for academic writing programs both in China and in the West. Further research on other discursive features employed in Chinese students' English writing is suggested.
This article extracts eight points for discussion from many years of research in newcomer academic support and social integration in Newfoundland and Labrador. These points include: transportation to school for newcomer students;... more
This article extracts eight points for discussion from many years of research in newcomer academic support and social integration in Newfoundland and Labrador. These points include: transportation to school for newcomer students; resources and support for ESL (English as a Second Language) teachers; coordination of the ESL program; workload and student-teacher ratio in ESL & LEARN (Literacy Enrichment and Academic Readiness for Newcomers) programs; hiring criteria and qualifications for ESL and LEARN positions; assessment of newcomer learners for placement and learning disability; non-ESL teachers’ in-service training on working with newcomer students; and collaboration of educational stakeholders. Some of the points were elaborated in other articles (e.g., Doyle, Li, & Grineva, 2016; Li & Grineva, 2016; Li, Que, & Power, 2017) while others are first-time mentions. The majority of these points were highlighted in the last stage of our previous SSHRC project that focused on best prac...
Research Interests:
Historically, the island of Newfoundland has had a culturally homogeneous population. For this reason, newcomers report a distressing insider/outsider dynamic of disconnect and challenges accessing local social support systems (Anderson,... more
Historically, the island of Newfoundland has had a culturally homogeneous population. For this reason, newcomers report a distressing insider/outsider dynamic of disconnect and challenges accessing local social support systems (Anderson, 2012; Baker, Price, & Walsh, 2015; El-Bialy & Mulay, 2016; Li, Doyle, Lymburner, & Ghadi, 2016). This is disconcerting, as a scoping review conducted by Guruge and Butt (2015) found that post-migration experiences of discrimination and othering are as important as traumatic pre-migration experiences in determining mental health variance in newcomers. Indeed, moving to a new country is challenging in itself, beyond experiencing loss of the familiar, culture shock, and discrimination. Cultural bereavement, defined as experiencing the “loss of identity, culture, home, familiar surroundings, and loss of family and friends” (Ishafani, 2008, p. 79), may negatively impact an individual’s wellbeing. However, it is important to emphasize the resiliency of n...
Research Interests:
The province’s five-year action plan to attract more immigrants into the province (Government of Newfoundland and Labrador, n.d.) indicates an increase in the number of newcomer students in our education system. Most of these students... more
The province’s five-year action plan to attract more immigrants into the province (Government of Newfoundland and Labrador, n.d.) indicates an increase in the number of newcomer students in our education system. Most of these students come from war-torn regions with diverse linguistic, cultural, and educational backgrounds. Many of them had been living in the refugee camps for years with limited or interrupted schooling, which makes it more challenging for educators to help them succeed in the school.
Research Interests: Sociology and Psychology
This paper explores a process-genre approach to teaching academic writing skills to advanced English-as-a-foreign-language (EFL) students. The ‘reading-to-writing’ tasks and procedures were designed to examine the feasibility of the... more
This paper explores a process-genre approach to teaching academic writing skills to advanced English-as-a-foreign-language (EFL) students. The ‘reading-to-writing’ tasks and procedures were designed to examine the feasibility of the approach for a doctoral English-for-academic-purposes (EAP) program in the 2009-2010 and 2010-2011 academic years. Data for this action research were drawn from a collection of students’ written tasks with peer-feedback and revisions spelled out, onsite researcher’s observation notes, and two rounds of interviews with two selected groups of students. The results indicate that the participants benefited significantly through reading and analyzing peer-reviewed journal articles and getting familiar with the peer-review criteria for assessing academic texts. The approach stimulated the participants’ interest in employing process writing skills and helped them understand the genre of disciplinary-specific academic writing. Issues with and implications for EA...
Research Interests:
Research Interests:
Reflecting, sharing, and producing knowledge about the process of writing and collaboration in a writing group is the focus of this qualitative project, in which we explore a complex weaving of knowledge, subjectivity, and representation.... more
Reflecting, sharing, and producing knowledge about the process of writing and collaboration in a writing group is the focus of this qualitative project, in which we explore a complex weaving of knowledge, subjectivity, and representation. In this group are eight women faculty, all of whom are individually working on writing projects in their own areas of expertise. Using a method of writing as inquiry, each person was asked to keep a reflective journal; an autoethnographic account of their experiences of writing during a three-month period. The group met weekly and each individual shared their reflections and writing experiences. In this project, our intention is to decentre notions of the alienated, isolated academic by writing and constructing knowledge as a collective. Using the metaphor of here and there, we ask how can a relational culture grow out of writing? How can competitive, hidden barriers be broken down and replaced by open, encouraging spaces?
Research Interests:
Teaching English as a Second Language (TESL) may not be a familiar term for many people in Newfoundland and Labrador, and TESL professionals in the province are a very small group. One can easily count the numbers of ESL teachers in the... more
Teaching English as a Second Language (TESL) may not be a familiar term for many people in Newfoundland and Labrador, and TESL professionals in the province are a very small group. One can easily count the numbers of ESL teachers in the K-12 school system, the government sponsored Language Instruction for Newcomers to Canada (LINC) program, and the ESL Department at Memorial University. There are also a few ESL teachers in the community and a handful of graduate students who came from, and taught ESL in, different parts of the world and are still interested in the field. TESL professionals work with very diverse student populations and they need to feel connected and have their voices heard in a rather homogeneous province with a predominantly white English speaking population (Statistics Canada, 2016).
Research Interests:
The Open Studio is a publicly accessible art-making space grounded in ideals of collaborative community development, Adlerian theory, social justice, and feminist thoughts. Our project involved visual art-making and exploring high school... more
The Open Studio is a publicly accessible art-making space grounded in ideals of collaborative community development, Adlerian theory, social justice, and feminist thoughts. Our project involved visual art-making and exploring high school immigrant students’ experiences of inclusion and belonging. The purpose was to help immigrant and refugee youth to adapt to a city in Newfoundland, where newcomers often face an insider/outsider dynamic of disconnection. The Open Studio was structured along seven parameters: focus on intentional art-making; no judgmental commentary (positive or negative); non-evaluative in nature; no forced participation, including witnessing and sharing; and as importantly, participatory involvement of facilitators. The participant-planned and hosted final school exhibit contributed to learning, sharing, and group cohesiveness. A plain language needs assessment, semi-structured interviews, and focus group, were also used to generate data on how an Open Studio infor...
Research Interests:
This article addresses the complex academic and social adjustment issues of newcomer youth of refugee background at a high school in Newfoundland and Labrador, a province where the newcomer population is small but the percentage of... more
This article addresses the complex academic and social adjustment issues of newcomer youth of refugee background at a high school in Newfoundland and Labrador, a province where the newcomer population is small but the percentage of refugees in relation to all newcomers is high. Data for this qualitative study include documents from educational authorities and ESL teachers, field notes of classroom observations, qualitative survey questionnaires from 15 newcomer students, and interviews with 6 students of refugee background and 3 teachers. We found that these refugee youth were challenged due not only to language difficulties and educational gaps, but also to differences in educational systems, school cultures, and student-teacher dynamics between their previous school- ing and what they encountered in Newfoundland. They had to cope with social isolation and different practices of body language, dress code, personal hygiene, and sexual orientation. The study also identified inadequac...
Research Interests:
This study explored the issues around parental support for newcomer children’s transition to school in a smaller urban centre in Atlantic Canada where newcomer support is relatively limited. Data were drawn from semi-structured interviews... more
This study explored the issues around parental support for newcomer children’s transition to school in a smaller urban centre in Atlantic Canada where newcomer support is relatively limited. Data were drawn from semi-structured interviews with 11 newcomer parents, five children, and one settlement worker. The findings revealed newcomer parents’ difficulties in understanding the school system, limited engagement with the school community, isolation from other parents, and barriers to understanding and connecting with other parents. Among these newcomers, refugee parents are particularly challenged. We conclude that newcomer children’s parental involvement need to be viewed multi-dimensionally, and that the creation of a commonly comfortable “mediated space” may be hampered by both cultural miscommunication and inadequate support provided to newcomer parents and children as well as the teaching staff.
Research Interests:
This article extracts eight points for discussion from many years of research in newcomer academic support and social integration in Newfoundland and Labrador. These points include: transportation to school for newcomer students;... more
This article extracts eight points for discussion from many years of research in newcomer academic support and social integration in Newfoundland and Labrador. These points include: transportation to school for newcomer students; resources and support for ESL (English as a Second Language) teachers; coordination of the ESL program; workload and student-teacher ratio in ESL & LEARN (Literacy Enrichment and Academic Readiness for Newcomers) programs; hiring criteria and qualifications for ESL and LEARN positions; assessment of newcomer learners for placement and learning disability; non-ESL teachers' in-service training on working with newcomer students; and collaboration of educational stakeholders. Some of the points were elaborated in other articles (e.g., Doyle, Li, & Grineva, 2016; Li & Grineva, 2016; Li, Que, & Power, 2017) while others are first-time mentions. The majority of these points were highlighted in the last stage of our previous SSHRC project that focused on best practices and policy recommendations in the education sector. For the purpose of this discussion article, we summarize information from multiple data sources without using direct quotations from the participants. Transportation to School for Newcomer Students
The province's five-year action plan to attract more immigrants into the province (Government of Newfoundland and Labrador, n.d.) indicates an increase in the number of newcomer students in our education system. Most of these students... more
The province's five-year action plan to attract more immigrants into the province (Government of Newfoundland and Labrador, n.d.) indicates an increase in the number of newcomer students in our education system. Most of these students come from war-torn regions with diverse linguistic, cultural, and educational backgrounds. Many of them had been living in the refugee camps for years with limited or interrupted schooling, which makes it more challenging for educators to help them succeed in the school. This paper presents some strategies for teachers on how to support newcomer students to adjust and flourish in the Canadian education system. These strategies were developed based on the findings of a qualitative research project on newcomer students' integration in Newfoundland and Labrador. Data were drawn from a semi-structured focus group discussion of 12 educators, five newcomer students attending high school and university, and seven staff members from community organizations serving newcomers in December 2016. The authors believe these strategies could be helpful for the work of teachers and educators who provide educational services to the newcomer students. Getting to Know Newcomer Students One strategy that the research participants considered important in helping newcomer students thrive academically was that teachers try to know their newcomer students well. As Powell and Kusuma-Powell (2011) and Roxas (2011) highlighted, in order to improve the academic performance of the students, it is crucial for teachers to obtain some basic and permissible information about their newcomer students. However, many of our teacher participants lacked such information on their newcomer students' pre-resettlement life and educational experiences. For instance, one teacher stated, "A lot of time, I don't know where they come from, I don't know them regarding the trauma or PTSD or what triggers may be." Therefore, it is suggested that teachers should be given preparation time and resources to get to know their incoming newcomer students. This includes information about their home country situation, cultural values, first language, family situation, and prior schooling. This basic information about the newcomer students would help teachers identify their needs and adjust teaching plans and methodologies to
The Open Studio is a publicly accessible art-making space grounded in ideals of collaborative community development, Adlerian theory, social justice, and feminist thoughts. Our project involved visual art-making and exploring high school... more
The Open Studio is a publicly accessible art-making space grounded in ideals of collaborative community development, Adlerian theory, social justice, and feminist thoughts. Our project involved visual art-making and exploring high school immigrant students' experiences of inclusion and belonging. The purpose was to help immigrant and refugee youth to adapt to a city in Newfoundland, where newcomers often face an insider/outsider dynamic of disconnection. The Open Studio was structured along seven parameters: focus on intentional art-making; no judgmental commentary (positive or negative); non-evaluative in nature; no forced participation, including witnessing and sharing; and as importantly, participatory involvement of facilitators. The participant-planned and hosted final school exhibit contributed to learning, sharing, and group cohesiveness. A plain language needs assessment, semi-structured interviews, and focus group, were also used to generate data on how an Open Studio informs cultural experiences and feelings of integration and belonging.
Research Interests:
This paper explores a process-genre approach to teaching academic writing skills to advanced English-as-a-foreign-language (EFL) students. The 'reading-to-writing' tasks and procedures were designed to examine the feasibility of the... more
This paper explores a process-genre approach to teaching academic writing skills to advanced English-as-a-foreign-language (EFL) students. The 'reading-to-writing' tasks and procedures were designed to examine the feasibility of the approach for a doctoral English-for-academic-purposes (EAP) program in the 2009-2010 and 2010-2011 academic years. Data for this action research were drawn from a collection of students' written tasks with peer-feedback and revisions spelled out, on-site researcher's observation notes, and two rounds of interviews with two selected groups of students. The results indicate that the participants benefited significantly through reading and analyzing peer-reviewed journal articles and getting familiar with the peer-review criteria for assessing academic texts. The approach stimulated the participants' interest in employing process writing skills and helped them understand the genre of disciplinary-specific academic writing. Issues with and implications for EAP learning and teaching in the Chinese context are discussed.
Research Interests:
This article addresses the complex academic and social adjustment issues of newcomer youth of refugee background at a high school in Newfoundland and Labrador, a province where the newcomer population is small but the percentage of... more
This article addresses the complex academic and social adjustment issues of newcomer youth of refugee background at a high school in Newfoundland and Labrador, a province where the newcomer population is small but the percentage of refugees in relation to all newcomers is high. Data for this qualitative study include documents from educational authorities and ESL teachers, field notes of classroom observations, qualitative survey questionnaires from 15 newcomer students, and interviews with 6 students of refugee background and 3 teachers. We found that these refugee youth were challenged due not only to language difficulties and educational gaps, but also to differences in educational systems, school cultures, and student-teacher dynamics between their previous schooling and what they encountered in Newfoundland. They had to cope with social isolation and different practices of body language, dress code, personal hygiene, and sexual orientation. The study also identified inadequacies in the current curriculum, teacher in-service education, and diversity initiatives in the school system. Cet article porte sur les enjeux complexes liés à l'adaptation académique et sociale que vivent de jeunes réfugiés dans une école secondaire à Terre-Neuve-et-Labra-dor, une province où les nouveaux arrivants sont peu nombreux mais où le pour-centage de réfugiés parmi les nouveaux arrivants est élevé. Les données pour cette étude qualitative incluent des documents provenant d'autorités scolaires et d'enseignants d'ALS, des notes découlant d'observations en classe, des questionnaires qualitatifs auprès de 15 élèves nouvellement arrivés, et des entrevues auprès de 6 élèves réfugiés et de 3 enseignants. Les résultats indiquent que les jeunes réfugiés sont confrontés non seulement à des difficultés linguistiques et des lacunes d'éducation, mais également à des différences dans les systèmes éducatifs, dans les cultures scolaires et dans la dynamique entre les élèves et les enseignants qui distinguent leurs expériences pédagogiques précédentes de celles qu'ils vivent à Terre-Neuve. Ils devaient faire face à l'isolement social et aux pratiques diffé-rentes relatives au langage corporel, au code vestimentaire, à l'hygiène personnel et à l'orientation sexuelle. L'étude a également identifié des lacunes dans le programme d'études actuel, dans le perfectionnement professionnel des enseignants et dans les initiatives scolaires portant sur la diversité.
Research Interests:
This study explored the issues around parental support for newcomer children’s transition to school in a smaller urban centre in Atlantic Canada where newcomer support is relatively limited. Data were drawn from semistructured interviews... more
This study explored the issues around parental support for newcomer children’s transition to school in a smaller
urban centre in Atlantic Canada where newcomer support is relatively limited. Data were drawn from semistructured
interviews with 11 newcomer parents, five children, and one settlement worker. The findings revealed
newcomer parents’ difficulties in understanding the school system, limited engagement with the school community,
isolation from other parents, and barriers to understanding and connecting with other parents. Among these
newcomers, refugee parents are particularly challenged. We conclude that newcomer children’s parental involvement
need to be viewed multi-dimensionally, and that the creation of a commonly comfortable “mediated space” may
be hampered by both cultural miscommunication and inadequate support provided to newcomer parents and
children as well as the teaching staff.
urban centre in Atlantic Canada where newcomer support is relatively limited. Data were drawn from semistructured
interviews with 11 newcomer parents, five children, and one settlement worker. The findings revealed
newcomer parents’ difficulties in understanding the school system, limited engagement with the school community,
isolation from other parents, and barriers to understanding and connecting with other parents. Among these
newcomers, refugee parents are particularly challenged. We conclude that newcomer children’s parental involvement
need to be viewed multi-dimensionally, and that the creation of a commonly comfortable “mediated space” may
be hampered by both cultural miscommunication and inadequate support provided to newcomer parents and
children as well as the teaching staff.
Research Interests:
The author discusses genre and rhetoric issues in second language academic writing through personal narrative of writing in Chinese (first language) and English (foreign/second language) and analysis of current writing instructions in... more
The author discusses genre and rhetoric issues in second language academic writing through personal narrative of writing in Chinese (first language) and English (foreign/second language) and analysis of current writing instructions in China's high schools and universities. The goal is to lead up to discussions of the cross-cultural differences in rhetoric and genre classification, the deficiencies in writing instruction, and the concerns with the academic contexts across borders and disciplines. The author presents pedagogical considerations on how to view students' writing and their potentials when definitions of text types and evaluation criteria are different, when students' past curriculum focus and acquired skills are different, and when multiple sets of 'norms' encounter and differences in post-secondary education exist. Raising genre and rhetoric awareness early in students' tertiary studies and communication between professors and non-native students are recommended.
Research Interests:
Reflecting, sharing, and producing knowledge about the process of writing and collaboration in a writing group is the focus of this qualitative project, in which we explore a complex weaving of knowledge, subjectivity, and representation.... more
Reflecting, sharing, and producing knowledge about the process of writing and collaboration in a writing group is the focus of this qualitative project, in which we explore a complex weaving of knowledge, subjectivity, and representation. In this group are eight women faculty, all of whom are individually working on writing projects in their own areas of expertise. Using a method of writing as inquiry, each person was asked to keep a reflective journal; an autoethnographic account of their experiences of writing during a three-month period. The group met weekly and each individual shared their reflections The Journey Between There and Here: Stories of a Faculty Writing Group 2 Canadian Journal of Education / Revue canadienne de l'éducation 39:1 (2016) www.cje-rce.ca and writing experiences. In this project, our intention is to decentre notions of the alienated , isolated academic by writing and constructing knowledge as a collective. Using the metaphor of here and there, we ask how can a relational culture grow out of writing? How can competitive, hidden barriers be broken down and replaced by open, encouraging spaces? Résumé Cette recherche qualitative porte essentiellement sur le processus d'écriture et la colla
Research Interests:
Faced with a labor shortage and low profile of diversity, the province of Newfoundland and Labrador in Canada has been making an effort to attract and retain newcomers. Guided by Bronfenbrenner’s (1979) ecological systems theory, this... more
Faced with a labor shortage and low profile of diversity, the province of Newfoundland and Labrador in
Canada has been making an effort to attract and retain newcomers. Guided by Bronfenbrenner’s (1979)
ecological systems theory, this qualitative study investigates the challenges faced by newcomer youth,
including permanent residents coming as immigrants or refugees and temporary residents with student visas
or work permits, who were either already in the work force or could join it in the immediate future. Major
themes surfacing from the data include inadequate public transportation, limited social interaction, language
barriers, and dim employment prospects. The authors conclude that the key problems lie in lack of funding for
needed support, coordination among existing programs, convenient transportation, and job opportunities.
The province can expect an increased retention rate of newcomers when these issues are considered and
resolved, along with bridging programs established to bring the local and newcomers together.
Canada has been making an effort to attract and retain newcomers. Guided by Bronfenbrenner’s (1979)
ecological systems theory, this qualitative study investigates the challenges faced by newcomer youth,
including permanent residents coming as immigrants or refugees and temporary residents with student visas
or work permits, who were either already in the work force or could join it in the immediate future. Major
themes surfacing from the data include inadequate public transportation, limited social interaction, language
barriers, and dim employment prospects. The authors conclude that the key problems lie in lack of funding for
needed support, coordination among existing programs, convenient transportation, and job opportunities.
The province can expect an increased retention rate of newcomers when these issues are considered and
resolved, along with bridging programs established to bring the local and newcomers together.
Research Interests:
This qualitative study engaged five international graduate students from four different countries (the U.S., Colombia, Cape Verde Island, and Spain) who were studying at a Chinese university in Shanghai. The researcher investigated their... more
This qualitative study engaged five international graduate students from four different countries
(the U.S., Colombia, Cape Verde Island, and Spain) who were studying at a Chinese university in
Shanghai. The researcher investigated their personal and academic lives in China, their interaction
with local people and integration into the local context. Their sense of belonging was also explored.
Data were drawn from a questionnaire, email correspondence, face-to-face interviews, and follow-up
emails during the period of 1 year. In light of the data, I discussed factors such as language proficiency,
engagement with culture, and the power of native language in relation to sense of belonging. I conceptualized
a mediated space, one incorporating these students’ multiple cultures, and created through
negotiation with themselves and the host culture. Implications for China’s international education are
discussed.
(the U.S., Colombia, Cape Verde Island, and Spain) who were studying at a Chinese university in
Shanghai. The researcher investigated their personal and academic lives in China, their interaction
with local people and integration into the local context. Their sense of belonging was also explored.
Data were drawn from a questionnaire, email correspondence, face-to-face interviews, and follow-up
emails during the period of 1 year. In light of the data, I discussed factors such as language proficiency,
engagement with culture, and the power of native language in relation to sense of belonging. I conceptualized
a mediated space, one incorporating these students’ multiple cultures, and created through
negotiation with themselves and the host culture. Implications for China’s international education are
discussed.
Research Interests:
This study looks into the changing voice of Chinese Post-‐80s’ students in English academic writing. Data were collected qualitatively through interviews with four Chinese Post-‐80s overseas graduate students and through an examination... more
This
study
looks
into
the
changing
voice
of
Chinese
Post-‐80s’
students
in
English
academic
writing.
Data
were
collected
qualitatively
through
interviews
with
four
Chinese
Post-‐80s
overseas
graduate
students
and
through
an
examination
of
their
English
essays
with
a
focus
on
discursive
features.
Findings
indicate
that
Chinese
Post-‐
80s’
voice
is
changing
as
a
result
of
their
use
of
linear
logical
patterns,
reduced
influence
of
the
ideology
of
collectivism,
and
dismissal
of
the
traditional
eight-‐legged
essay.
The
paper
offers
pedagogical
implications
for
academic
writing
programs
both
in
China
and
in
the
West.
Further
research
on
other
discursive
features
employed
in
Chinese
students’
English
writing
is
suggested.
study
looks
into
the
changing
voice
of
Chinese
Post-‐80s’
students
in
English
academic
writing.
Data
were
collected
qualitatively
through
interviews
with
four
Chinese
Post-‐80s
overseas
graduate
students
and
through
an
examination
of
their
English
essays
with
a
focus
on
discursive
features.
Findings
indicate
that
Chinese
Post-‐
80s’
voice
is
changing
as
a
result
of
their
use
of
linear
logical
patterns,
reduced
influence
of
the
ideology
of
collectivism,
and
dismissal
of
the
traditional
eight-‐legged
essay.
The
paper
offers
pedagogical
implications
for
academic
writing
programs
both
in
China
and
in
the
West.
Further
research
on
other
discursive
features
employed
in
Chinese
students’
English
writing
is
suggested.
Research Interests:
Research Interests:
Research Interests:
Research Interests:
Research Interests:
This research explores the identity reconstruction of graduate students in additional language (AL) contexts. It addresses not only the issue of language proficiency in self-representation, but also more complicated factors that influence... more
This research explores the identity reconstruction of graduate students in additional language (AL) contexts. It addresses not only the issue of language proficiency in self-representation, but also more complicated factors that influence self-positioning and perceived social positioning in an additional culture, as well as ways of establishing the self in academic writing. The research is grounded in language learning theories in second language education and identity theories in
linguistics, sociology, and cultural studies. Eleven graduate students participated in the study, among whom five were international students at a Chinese university and six were Chinese students at a Canadian university. Data were drawn from a questionnaire, writing samples,
interviews, and email correspondence. Commonalities and divergences were found between groups and within groups. I developed a framework of writer identity for AL graduate students prior to the study and modified it in the discussion. Based on the data, I elaborated on the
connections of personal identity and writer identity, and conceptualized for AL speakers a mediated space incorporating home culture and host culture but going beyond the overlap of the two, as well as a mediated self that is achieved through negotiation with the available options in
their respective social context.
linguistics, sociology, and cultural studies. Eleven graduate students participated in the study, among whom five were international students at a Chinese university and six were Chinese students at a Canadian university. Data were drawn from a questionnaire, writing samples,
interviews, and email correspondence. Commonalities and divergences were found between groups and within groups. I developed a framework of writer identity for AL graduate students prior to the study and modified it in the discussion. Based on the data, I elaborated on the
connections of personal identity and writer identity, and conceptualized for AL speakers a mediated space incorporating home culture and host culture but going beyond the overlap of the two, as well as a mediated self that is achieved through negotiation with the available options in
their respective social context.
Research Interests:
This research monologue addresses four key concepts: language, culture, identity, and writing, with identity being the prime one. The author examines the phenomenon of additional language academic writers studying in an additional... more
This research monologue addresses four key concepts: language, culture, identity, and writing, with identity being the prime one. The author examines the phenomenon of additional language academic writers studying in an additional culture, and how their migrating experiences affect their personal and writer identities. Research data were collected from five international graduate students in China and six Chinese graduate students in Canada. The conceptualization of the mediated space and the mediated self are introduced and elaborated.
Research Interests:
This book covers all the key topics that are important to anyone teaching ESL in Canada: cultural considerations, teaching methods, lesson planning, skills instruction, assessment, and using technology in the classroom. Teaching ESL in... more
This book covers all the key topics that are important to anyone teaching ESL in Canada: cultural considerations, teaching methods, lesson planning, skills instruction, assessment, and using technology in the classroom. Teaching ESL in Canada guides the reader through numerous classroom scenarios that are common in our multicultural Canadian classrooms, giving them the opportunity to hone their teaching and problem-solving skills.
Research Interests: Intercultural Communication, Teaching English as a Second Language, Second Language Acquisition, Teacher Education, Mentoring, and 14 moreCritical Pedagogy, Second Language Teacher Education, Syllabus Design, Canadian Culture & Identity, Bilingualism, Research methods in applied linguistics, Reflective Teaching, English as a Foreign Language (EFL), Task-based language teaching, Language and Literacy Development, English As a Second Language (ESL), Academic Access In Minority Populations, Technology In Second Language Learning, and Reading Strategies and Cognition
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