Yongyan Zheng
Datos Biográficos
| ID | 4609733 |
|---|---|
| NOMBRE | Yongyan Zheng |
| NOMBRES | Yongyan |
| APELLIDO | Zheng |
| FIRMA | ZHENG Y |
| AFILIACIONES | Fudan University |
| ORCID | 0000-0002-0664-3942 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 48 |
| TOTAL DE CITAS | 159 |
| TOTAL COMO AUTOR | 48 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2012 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 7 |
Contests as policy events
This study examines how the multiple foreign language education policy is enacted in practice through language contests in Shanghai, China. It draws on policy enactment theory as the theoretical perspective and the dimensions of language-in-education planning (access policy, personnel policy, curriculum policy, methods and material policy, resourcing policy, community policy and evaluation policy) as the analytical framework. The analysis of semi…
Intercultural harmony as a conceptual lens on disagreement in multilingual family talk
This study introduces intercultural harmony as a conceptual lens for understanding intergenerational interaction in multilingual families. Rather than treating harmony as the avoidance of conflict, we conceptualize intercultural harmony as an interactional principle and achievement through which linguistic, cultural, and epistemic differences are collaboratively managed in intergenerational family talk. Drawing on an interactional sociolinguistic…
Cohesive strategies in student academic writing
Cohesive devices such as conjunctions are crucial for coherence and comprehensibility in English compositions. While these devices have been a central focus in functional discourse analysis, it remains unclear which cohesive devices systematically organize linguistic information to serve the communicative functions of texts, and how their use adapts to specific contextual conditions. To fill this gap, the current study adopted corpus-based quanti…
Teacher agency in English medium instruction classrooms
English-medium instruction (EMI) is increasingly adopted in higher education worldwide, often accompanied by English-only policies that pose unique challenges for teachers, especially in multilingual contexts. However, little is known about how EMI teachers exercise agency in navigating these policies in non-Anglophone settings. This study adopts an ecological perspective to investigate how EMI teachers in Bangladesh navigate English-only policie…
Advocating theoretical plurality and methodological flexibility toward humanistic synergy in SLA/T research
Lantolf et al.’s critique of the 2025 special issue on Synergies in Second Language Acquisition and Teaching (SLA/T) raises critical questions that strike at the core of our professional commitment. We are weary, however, of dichotomic ruptures, such as cognitive/neuroscience versus humanistic and research versus practice, and unsure of the feasibility of separating cognitive/neuroscience processes from humanistic learning, as the two occur withi…
Flow Through Windows and Mirrors”
Recent research has recognized that English‐medium instruction (EMI) classrooms are multilingual and multicultural spaces. Within these dynamic environments, translanguaging enables learners to mobilize diverse semiotic and sociocultural resources to construct meaning. This complexity raises a key question: what motivates students to engage in such fluid and layered meaning‐making? Drawing on epistemic motivation as the desire for meaningful unde…
Forging common ground in second language acquisition and teaching
In this final article in this guest‐edited issue on synergies in second language acquisition and teaching (SLA/T), we attempt to bring together the main content of this issue in an overall, combined synergy statement, concluding this project as a whole. Let us remind readers of the project: A shared effort by 17 scholars taking 11 different perspectives on SLA/T is not the norm in our field. Our aim has been to promote the intermingling and cross…
Praxeology, humanism, equity, and mixed methods
In this article, we present our vision of a transformed second language acquisition and teaching (SLA/T) disciplinary community that approaches second language (L2) education through four pillars. The first pillar is praxeology (i.e., the study of human action) to highlight the sociocontextually emergent nature of L2 competence. It locates the emergence of L2 grammar and interactional competence in humans acting conjointly with others with and th…
‘As long as I know technology, I am fine’
Market-driven neoliberal ideology advocates for the adoption of English as the common business language by multinational companies; however, this often clashes with multilingual realities. This study explores how neoliberal ideologies have made English a catalyst for language-related conflicts within language management across various stages at a Shanghai-based subsidiary of a German multinational corporation. Data for this research was gathered …
It’s the Chinese that I don’t understand’
International audience
Multilingualism for Epistemological Diversity and Epistemic Inclusion
This editorial introduces a special issue entitled “Multilingualism for Epistemological Diversity and Epistemic Inclusion.” The 17 papers included in this special issue aimed to address longstanding inequities in global knowledge production induced by English monolingualism. The editorial first critiques how monolingual ideologies and “abyssal thinking” reinforce epistemic exclusion—manifested in barriers to English‐medium education, marginalizat…
Exploring the Emergence of Global‐Level J‐shaped Patterns From Local‐Level Dynamics in L2 Syntactic Complexity Development
Driven by the complex dynamic systems theory (CDST), this study explores how global patterns emerge from local dynamics in second‐language (L2) written language development. Forty‐one high‐school Chinese learners of English were tracked over one academic year. An integrative design and a person‐centered approach were adopted to combine the individual‐level and group‐level analyses. Four Syntactic Complexity (SC) features, i.e., overall length of …
Living both here and there
Understanding multilingual student motivation through ideal self and international posture
I am a ‘|’ not a
Anna Krulatz, Georgios Neokleous, and Anne Dahl
Epistemic (in)justice in English medium instruction
Informed by a combined framework of ‘translanguaging’ and ‘epistemic injustice’, this paper examines how a group of teachers and students from diverse linguistic and cultural backgrounds negotiated their knowledge participation through translanguaging in an English medium instruction (EMI) degree program at a Chinese university. Data were collected over a 12-month classroom ethnography, including lesson recordings, stimulated recalls, and reflexi…
Introduction
The unprecedented growth of EMI in contexts where English has not been widely used raises a few critical challenges related to the sustenance of multilingualism, educational equity, and the desired outcomes of EMI policies for researchers and policymakers. This special issue includes seven research articles and one critical commentary exploring how researching multilingually can address the abovementioned concerns in relation to the implementati…
Group trends and individual variability in writing development
This study aims to examine group trends and individual variability of descriptive Grammatical Complexity (GC) in writing development. A longitudinal sample of 41 high school EFL learners is followed for an academic year (12 waves of data collection), resulting in a corpus of 492 texts, coded for eight descriptive GC features of academic writing. Our analysis reveals different sets of descriptive GC features relevant to capturing group trends and …
Facilitating learners’ participation through classroom translanguaging
Translanguaging practices in Chinese as a second language (CSL) classrooms have been a heated topic in recent years, despite the longstanding Chinese-monolingual ideology. Against this backdrop, we have explored the functions of translanguaging practices in CSL classroom and the interplay of translanguaging and learners’ participation, by comparing the language practices of a translanguaging-oriented classroom and a Chinese-monolingual classroom.…
Are yes-or-no questions really unhelpful? A reflection from the perspective of decolonizing methodology in researching multilingualism
Drawing on the perspective of decolonizing methodology, this paper problematises the conventional interview technique of avoiding yes-or-no questions introduced by handbooks of research methods in applied linguistics. By demonstrating how this interview technique was found unsuitable in the first author's ethnographic study of multilingualism with the Blang community, an indigenous group inhabiting the Chinese border with Myanmar, we argue that t…
Language learning is about who you Know’
The emergence of epistemic agency in researching multilingually
Global knowledge production and dissemination through academic publishing plays a critical role in achieving epistemic inclusion for peripheral scholars. This paper reports on an autoethnographic study of the 15 years of academic publishing efforts by the first author, Jiaqi Liu (JL). We used the theoretical lens of epistemic agency to explore how JL navigates the challenges posed by the structural constraints of academic publishing. We adopted t…
Fifty years of System research and projections for the future
Researching multilingually to rethink EMI policy and practices
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Heavy mountains’ for Chinese humanities and social science academics in the quest for world-class universities
This paper explores the impacts of research excellence evaluation entailed in global ranking exercises, a control strategy characteristic of new managerialism, on Chinese Humanities and Social Sciences (HSS) academics. The enquiry combines the Critical Incidents Technique (CIT) and internet-based discourse analysis, drawing on mass media texts and social media discussions. Our analysis identified three major dilemmas that may be created for Chine…
Two worlds in one city
This comparative inquiry investigated the family language planning in two distinctive socioeconomic communities in a Chinese metropolitan city. We followed a multilayered framework to probe into language beliefs, practices and management in the family domain as mediated by the interconnectivity of multiple contextual forces. We collected three types of data from governmental policy documents, field visits to two community libraries, and questionn…
Profiling Chinese university students’ motivation to learn multiple languages
This study extends our understanding of Chinese university students’ motivation to learn languages other than English (LOTEs) by adding a contextual dimension to the L2 Motivational Self System. The study drew on Higgins’ ([1987]. “Self-discrepancy: A Theory Relating Self and Affect.” Psychological Review 94: 319–340.) original Own-Other standpoints and Lanvers’ ([2016]. “Lots of Selves, Some Rebellious: Developing the Self Discrepancy Model for …
Multilingualism and higher education in Greater China
There have been widespread concerns over the decline of modern languages and waning interest in learning languages other than English (LOTEs) around the world, thought to be partly due to recent political events including Brexit and Trump’s aggressive isolationism in the United States. By contrast, governments in Greater China have energetically renewed their investment in promoting LOTE education, driven by globalisation initiatives such as Main…
The complex, dynamic development of L2 lexical use
Ethnicity is in the blood, not in the language
This study aims to explore how ethnic identity, linguistic ideology, and family capital work in interaction in shaping Korean-Chinese migrant families’ multilingual planning against the backdrop of China’s rapid urbanisation and internal migration. A model of investment (Darvin and Norton [2015]. “Identity and a Model of Investment in Applied Linguistics.” Annual Review of Applied Linguistics 35: 36–56) was drawn upon. Data were collected via a q…
Chinese university students’ multilingual learning motivation under contextual influences
This study closely examined the motivational language selves of Chinese university students in the process of multilingual learning. Semi-structured interviews were conducted with twelve Japanese specialist majors. The qualitative data revealed the complex interplay between the participants’ language selves and complicated contextual influences. The participants seemed to have strong ideal English self especially in the workplace and relatively w…
Enacting multilingual entrepreneurship
Drawn on the notion of linguistic entrepreneurship (De Costa, P., Park, J. S., & Wee, L. (2016). Language learning as linguistic entrepreneurship: Implications for language education. Asia-Pacific Education Research, 25(5–6), 695–702, De Costa, P., Park, J. S., & Wee, L. (2019). Linguistic entrepreneurship as affective regime: Organisations, audit culture, and second/foreign language education policy. Language Policy, 18(3), 387–406, De Costa, P.…
Publishing in and about English
Language learners as invisible planners
Despite the predominant position of global English, teaching and learning of languages other than English (LOTEs) are gaining increasing attention in foreign language planning in China. This study aims to showcase the development of an elective Arabic language program in a Chinese university through the lens of agency as a spatial, temporal, and dialogical construct. We investigated how 24 participants representing three groups of actors—people w…
Mobilizing foreign language students for multilingual crisis translation in Shanghai
This paper examines the multilingual translation efforts of a group of university student volunteers during the COVID-19 outbreak in Shanghai. Data were collected through semi-structured interviews of the volunteer team leader, team members, and a local community health worker. Findings identified time constraints, limited language proficiency, and limited technical knowledge as the major challenges confronting the university volunteers. In order…
Transnational students' experiences of EMI in Myanmar's borderlands
Exploring long-term productive vocabulary development in an EFL context
So, only relying on English is still troublesome’
Drawing on neoliberal ideology as a theoretical lens, this study critically examines how neoliberal ideological assumptions shape the interpretation and implementation of TGUP (Top Global University Project) as an English-medium instruction (EMI) policy in the Japanese context at multiple levels of government, universities, and multilingual international students. We examined documents describing TGUP policies published both by the government and…
Exploring the Emergence of Global‐Level J‐shaped Patterns From Local‐Level Dynamics in L2 Syntactic Complexity Development
Driven by the complex dynamic systems theory (CDST), this study explores how global patterns emerge from local dynamics in second‐language (L2) written language development. Forty‐one high‐school Chinese learners of English were tracked over one academic year. An integrative design and a person‐centered approach were adopted to combine the individual‐level and group‐level analyses. Four Syntactic Complexity (SC) features, i.e., overall length of …
The emergence of epistemic agency in researching multilingually
Global knowledge production and dissemination through academic publishing plays a critical role in achieving epistemic inclusion for peripheral scholars. This paper reports on an autoethnographic study of the 15 years of academic publishing efforts by the first author, Jiaqi Liu (JL). We used the theoretical lens of epistemic agency to explore how JL navigates the challenges posed by the structural constraints of academic publishing. We adopted t…
I am a ‘|’ not a
Fifty years of System research and projections for the future
Researching multilingually to rethink EMI policy and practices
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Exploring long-term productive vocabulary development in an EFL context
The fluctuating development of cross-linguistic semantic awareness
Second language (L2) learners' awareness of first language-second language (L1–L2) semantic differences plays a critical role in L2 vocabulary learning. This study investigates the long-term development of eight university-level Chinese English as a foreign language learners' cross-linguistic semantic awareness over the course of 10 months. A longitudinal multiple-case study approach was adopted and the learners' introspective think-aloud protoco…
A phantom to kill
Very recently, the former spokesman of China's Ministry of Education launched a public attack on the national fervor for English learning in his personal blog ( Xinhua News , 2013). He forcefully argued that too much time and energy has been spent on learning English as a foreign language, which has seriously jeopardized Chinese citizens’ first-language education, and called for the cancellation of English lessons in the primary school curriculum…
The complex, dynamic development of L2 lexical use
Publishing in and about English
Heavy mountains’ for Chinese humanities and social science academics in the quest for world-class universities
This paper explores the impacts of research excellence evaluation entailed in global ranking exercises, a control strategy characteristic of new managerialism, on Chinese Humanities and Social Sciences (HSS) academics. The enquiry combines the Critical Incidents Technique (CIT) and internet-based discourse analysis, drawing on mass media texts and social media discussions. Our analysis identified three major dilemmas that may be created for Chine…
Motivation for Learning Spanish as a Foreign Language
The study of motivation based on non-English languages has attracted increasing attention in recent years, but related research in China is still limited. In an attempt to address this situation and with Dörnyei’s L2 Motivational Self System (L2MSS) as a framework, this paper studied seventeen Chinese university students’ motivational disposition to learn Spanish as their university major without abandoning their English study. Based on Q-methodo…
Chinese university students’ multilingual learning motivation under contextual influences
This study closely examined the motivational language selves of Chinese university students in the process of multilingual learning. Semi-structured interviews were conducted with twelve Japanese specialist majors. The qualitative data revealed the complex interplay between the participants’ language selves and complicated contextual influences. The participants seemed to have strong ideal English self especially in the workplace and relatively w…
Profiling Chinese university students’ motivation to learn multiple languages
This study extends our understanding of Chinese university students’ motivation to learn languages other than English (LOTEs) by adding a contextual dimension to the L2 Motivational Self System. The study drew on Higgins’ ([1987]. “Self-discrepancy: A Theory Relating Self and Affect.” Psychological Review 94: 319–340.) original Own-Other standpoints and Lanvers’ ([2016]. “Lots of Selves, Some Rebellious: Developing the Self Discrepancy Model for …
Multilingualism and higher education in Greater China
There have been widespread concerns over the decline of modern languages and waning interest in learning languages other than English (LOTEs) around the world, thought to be partly due to recent political events including Brexit and Trump’s aggressive isolationism in the United States. By contrast, governments in Greater China have energetically renewed their investment in promoting LOTE education, driven by globalisation initiatives such as Main…
Tracking the Evolution of Chinese Learners’ Multilingual Motivation Through a Longitudinal Q Methodology
This study uses a Q methodology to track the changing motivational profiles of 15 Chinese university students simultaneously engaged in second‐language (L2) English and third‐language (L3) Spanish learning over 1.5 years. Guided by complex dynamic systems theory (CDST), the study aims to investigate the initial trigger that propelled the Chinese learners to engage in intensive L3 learning and to chart the different routes of multilingual self‐dev…
What Motivates L3 Learners’ Investment and/or Divestment in Arabic? Understanding Learning Motivation in terms of “Identity”
The study extends our understanding of the relationship between identity and Arabic learning in the Chinese context from a sociolinguistic perspective. Drawing on Darvin and Norton’s (2015) model of investment, the study explores the interplay between identity and investment in the context of Chinese learners’ motivation to learn Arabic. The sample population comprises 25 adult Arabic learners with Chinese as their first language, English as thei…
Grudges and gratitude
Students’ dissatisfaction with peer assessment has been widely documented. While most relevant literature places focus on the cognitive (content and uptake of feedback) or structural (feedback design) dimensions, students’ emotions in peer assessment have received scant attention. This study investigates the social-affective impacts of peer assessment by analysing students’ appeal letters addressed to their tutors, reflective posts in the online …
Two worlds in one city
This comparative inquiry investigated the family language planning in two distinctive socioeconomic communities in a Chinese metropolitan city. We followed a multilayered framework to probe into language beliefs, practices and management in the family domain as mediated by the interconnectivity of multiple contextual forces. We collected three types of data from governmental policy documents, field visits to two community libraries, and questionn…
Mobilizing foreign language students for multilingual crisis translation in Shanghai
This paper examines the multilingual translation efforts of a group of university student volunteers during the COVID-19 outbreak in Shanghai. Data were collected through semi-structured interviews of the volunteer team leader, team members, and a local community health worker. Findings identified time constraints, limited language proficiency, and limited technical knowledge as the major challenges confronting the university volunteers. In order…
Enacting multilingual entrepreneurship
Drawn on the notion of linguistic entrepreneurship (De Costa, P., Park, J. S., & Wee, L. (2016). Language learning as linguistic entrepreneurship: Implications for language education. Asia-Pacific Education Research, 25(5–6), 695–702, De Costa, P., Park, J. S., & Wee, L. (2019). Linguistic entrepreneurship as affective regime: Organisations, audit culture, and second/foreign language education policy. Language Policy, 18(3), 387–406, De Costa, P.…
Language learners as invisible planners
Despite the predominant position of global English, teaching and learning of languages other than English (LOTEs) are gaining increasing attention in foreign language planning in China. This study aims to showcase the development of an elective Arabic language program in a Chinese university through the lens of agency as a spatial, temporal, and dialogical construct. We investigated how 24 participants representing three groups of actors—people w…
The Shanghai alliance of multilingual researchers
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Modeling Intra- and Inter-individual Changes in L2 Classroom Engagement
In this study, we investigated how student engagement and disengagement change over the course of a semester in the L2 classroom. We modeled change at the inter- and intra-individual levels, using time-variant predictors to examine differences in student classroom engagement and disengagement trajectories. In addition to these temporal dynamics, we also examined what motivational antecedents are related to these changes in engagement and disengag…
Unpacking complex language ideologies toward heritage language maintenance
This study aims to explore how a group of Chinese American families transcend essentialist thinking through negotiating with different ideological orientations toward their heritage language and how these families’ different ideological profiles could influence the home language maintenance. Data were collected through three rounds of semi-structured interviews with six Chinese migrant families in Boston, U.S. Qualitative content analysis was car…
Transnational students' experiences of EMI in Myanmar's borderlands
So, only relying on English is still troublesome’
Drawing on neoliberal ideology as a theoretical lens, this study critically examines how neoliberal ideological assumptions shape the interpretation and implementation of TGUP (Top Global University Project) as an English-medium instruction (EMI) policy in the Japanese context at multiple levels of government, universities, and multilingual international students. We examined documents describing TGUP policies published both by the government and…
Anna Krulatz, Georgios Neokleous, and Anne Dahl
Epistemic (in)justice in English medium instruction
Informed by a combined framework of ‘translanguaging’ and ‘epistemic injustice’, this paper examines how a group of teachers and students from diverse linguistic and cultural backgrounds negotiated their knowledge participation through translanguaging in an English medium instruction (EMI) degree program at a Chinese university. Data were collected over a 12-month classroom ethnography, including lesson recordings, stimulated recalls, and reflexi…
Introduction
The unprecedented growth of EMI in contexts where English has not been widely used raises a few critical challenges related to the sustenance of multilingualism, educational equity, and the desired outcomes of EMI policies for researchers and policymakers. This special issue includes seven research articles and one critical commentary exploring how researching multilingually can address the abovementioned concerns in relation to the implementati…
Sociology (30 obras) · Second Language Learning and Teaching (27 obras) · Multilingual Education and Policy (26 obras) · Linguistics (25 obras) · EFL/ESL Teaching and Learning (24 obras) · Pedagogy (24 obras) · Political science (22 obras) · Psychology (22 obras) · Mathematics education (15 obras) · Computer Science (14 obras)