Angel M. Y. Lin
Angel Lin received her Ph.D. from the Ontario Institute for Studies in Education, University of Toronto, Canada in 1996. She was Professor of English Language and Literacy Education in the Faculty of Education, The University of Hong Kong until 2018, when she moved to Simon Fraser University, Canada to take up the position of Professor & Tier 1 Canada Research Chair in Plurilingual and Intercultural Education (Email: angellin_2018@sfu.ca). She had also taught in the City University of Hong Kong (English & Communication Department) and the Chinese University of Hong Kong (Faculty of Education).
Angel Lin is well-respected for her versatile, interdisciplinary intellectual scholarship in discourse analysis, language and identity studies, bilingual education, academic literacies, new literacies, and youth cultural studies. She has published six research books and over ninety research articles and book chapters. She serves on the editorial boards of a number of international research journals including: Applied Linguistics, International Journal of Bilingual Education and Bilingualism, Language and Education, Journal of Critical Discourse Studies, Pragmatics and Society, Critical Inquiry in Language Studies.
Address: Faculty of Education
The University of Hong Kong
Pokfulam Road
Hong Kong
Angel Lin is well-respected for her versatile, interdisciplinary intellectual scholarship in discourse analysis, language and identity studies, bilingual education, academic literacies, new literacies, and youth cultural studies. She has published six research books and over ninety research articles and book chapters. She serves on the editorial boards of a number of international research journals including: Applied Linguistics, International Journal of Bilingual Education and Bilingualism, Language and Education, Journal of Critical Discourse Studies, Pragmatics and Society, Critical Inquiry in Language Studies.
Address: Faculty of Education
The University of Hong Kong
Pokfulam Road
Hong Kong
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Papers by Angel M. Y. Lin
To cite: Lin, A. M. Y. (2020). Academic Languages and Literacies in Content-Based Education in English-as-an-Additional-Language Contexts. In Oxford Research Encyclopedia of Education. Oxford: Oxford University Press.
To cite: Lin, A. M. Y. (2020). Introduction: Translanguaging and translanguaging pedagogies. In V. Vaish, Translanguaging in multilingual English classrooms: An Asian perspective and contexts (pp. 1-10). Singapore: Springer.
The chapter presents and challenges the notion of equal competence in multilingual children’s languages and the language separation approach in multilingual education: both serve to reproduce the deficit view of bi/multilingual children as a problem and set up language as bounded entities competing with each other for power and status. Socially and critically informed understandings of bi/multilingualism in the recent decade have questioned such issues as monolingual bias and hierarchical bi/multilingualism. The authors go on to highlight the multilingual turn in scholarship, where children’s multilingual repertoire is considered a resource in language learning. They share examples of translanguaging pedagogies enacted in various TEYL contexts and recommend a variety of pedagogic practices that encourage children to engage with their multilingual semiotic resources. The chapter ends with invitations for further research into developing young learners’ competence in additional languages while validating their linguistic practices for equitable access to learning opportunities.