Zhenjie Weng
Datos Biográficos
| ID | 4625569 |
|---|---|
| NOMBRE | Zhenjie Weng |
| NOMBRES | Zhenjie |
| APELLIDO | Weng |
| FIRMA | WENG Z |
| AFILIACIONES | Duke Kunshan University |
| ORCID | 0000-0002-2639-7822 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 13 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
An Integrated Perspective on a Second Language Writing Teacher’s Professional Growth
This qualitative case study explores how a transnational second language writing teacher (Author 2) developed adaptive expertise across three career stages, early career in China, mid-career in the United States, and later career back in China as an experienced second language writing teacher, through the dynamic interplay of identity, agency, and emotion. Data from reflection journals and semi-structured interviews were analyzed using a framewor…
Building the AI Empowerment Framework for Teacher Education
Bilingual teacher advocacy, agency, and leadership
Research has examined bilingual teachers’ work and their experiences through the theoretical lens of teacher advocacy, teacher agency, and teacher leadership. This research synthesis analyzes the current research on the three frameworks in bilingual education and examines how they intersect. Bilingual teachers advocated for educational change to address the needs of emergent bilinguals. Despite various context-specific constraints, bilingual teac…
Early career language teacher educators’ intersectional identities and practices across diverse contexts
This collaborative autoethnography (CAE) aims to explore our lived experiences as four female language teacher educators (LTEs) in tertiary-level education across different contexts (U.S., China, and Indonesia). Drawing upon the concepts of intersectionality, we report on our constructed identities at the intersections of diverse backgrounds (e.g. cultural, linguistic, gendered) and the impact of the intersectional identities on our practices in …
Chinese Tesol Teacher Educators’ Perceptions of Factors Influencing Teacher Agency
This study explores the perceptions of 34 Chinese TESOL teacher educators regarding factors influencing teacher agency, adopting an ecological perspective that frames agency as dynamic and context‐bound—shaped by interactions across iterational, practical‐evaluative, and projective dimensions. Key findings reveal that teacher educators prioritize the projective dimension, emphasizing teachers’ long‐ and short‐term goals as the most influential fa…
Investigating routine and adaptive expertise of experienced teachers in English for academic purposes writing
This classroom-based case study explores how experienced English for Academic Purposes (EAP) writing teachers apply their routine and adaptive expertise in an EAP composition program. Particularly, the study involves two experienced EAP writing teachers and examines their instructional strategies, focusing on how they navigated the pre-established curriculum with their rich teaching backgrounds. Data collection include classroom observations, ref…
Collaborative autoethnography in examining online teaching during the pandemic
The COVID-19 pandemic outbreak forced universities to immediately shift to online teaching, and the transition presented unprecedented challenges. This paper reports our findings from a collaborative autoethnography study with a special focus on the challenges we encountered and our agentive responses in teaching online. Data reveal four major challenges (1) unpredictable situations, (2) shifting teacher roles in online context, (3) issues on cou…
Teaching an EAP writing class online
Examining Language Teacher Identity and Intersectionality Across Instructional Contexts Through the Experience of Perezhivanie
This article reports on an ethnographic case study of the professional identity development of Mark—an English language teacher who identified as cisgender, gay, Catholic, white, and not wealthy. Using the lenses of intersectionality (e.g., Crenshaw, 1989, 1991) and perezhivanie (Vygotsky, 1999) — “the emotional and visceral impact of lived experiences” (van de Veer & Valsiner, 1994, p. 339)—we examined the multiplicity of identities (e.g., Norto…
Examining ESL and bilingual teachers’ agency after NCLB
There is growing recognition about the importance of studying teacher agency in working with Linguistically Diverse Students (LDSs) after No Child Left Behind (NCLB) and Every Student Succeed Act (ESSA) given that the high-stakes testing and accountability system, required by NCLB and largely maintained by ESSA, have exerted negative effects on LDS educators and students. In response to this, we compiled a comprehensive set of empirical studies a…
Toward humanizing SFL praxis
Contextualized within our Projects in Humanization in language teacher education and part of our on‐going collaborative self‐study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers—Daniel, Yuseva, and Sarah—and humanizing dialog to engage them in reflection on those identities. The central task, the Language Use Pro…
Affordances and constraints
Toward humanizing SFL praxis
Contextualized within our Projects in Humanization in language teacher education and part of our on‐going collaborative self‐study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers—Daniel, Yuseva, and Sarah—and humanizing dialog to engage them in reflection on those identities. The central task, the Language Use Pro…
Examining Language Teacher Identity and Intersectionality Across Instructional Contexts Through the Experience of Perezhivanie
This article reports on an ethnographic case study of the professional identity development of Mark—an English language teacher who identified as cisgender, gay, Catholic, white, and not wealthy. Using the lenses of intersectionality (e.g., Crenshaw, 1989, 1991) and perezhivanie (Vygotsky, 1999) — “the emotional and visceral impact of lived experiences” (van de Veer & Valsiner, 1994, p. 339)—we examined the multiplicity of identities (e.g., Norto…
Teaching an EAP writing class online
Affordances and constraints
Chinese Tesol Teacher Educators’ Perceptions of Factors Influencing Teacher Agency
This study explores the perceptions of 34 Chinese TESOL teacher educators regarding factors influencing teacher agency, adopting an ecological perspective that frames agency as dynamic and context‐bound—shaped by interactions across iterational, practical‐evaluative, and projective dimensions. Key findings reveal that teacher educators prioritize the projective dimension, emphasizing teachers’ long‐ and short‐term goals as the most influential fa…
Affordances and constraints
Examining ESL and bilingual teachers’ agency after NCLB
There is growing recognition about the importance of studying teacher agency in working with Linguistically Diverse Students (LDSs) after No Child Left Behind (NCLB) and Every Student Succeed Act (ESSA) given that the high-stakes testing and accountability system, required by NCLB and largely maintained by ESSA, have exerted negative effects on LDS educators and students. In response to this, we compiled a comprehensive set of empirical studies a…
Toward humanizing SFL praxis
Contextualized within our Projects in Humanization in language teacher education and part of our on‐going collaborative self‐study of our language teacher educator practices, we used multiple case study to examine multimodal representations of cultural and linguistic identities curated by three language teachers—Daniel, Yuseva, and Sarah—and humanizing dialog to engage them in reflection on those identities. The central task, the Language Use Pro…
Collaborative autoethnography in examining online teaching during the pandemic
The COVID-19 pandemic outbreak forced universities to immediately shift to online teaching, and the transition presented unprecedented challenges. This paper reports our findings from a collaborative autoethnography study with a special focus on the challenges we encountered and our agentive responses in teaching online. Data reveal four major challenges (1) unpredictable situations, (2) shifting teacher roles in online context, (3) issues on cou…
Teaching an EAP writing class online
Examining Language Teacher Identity and Intersectionality Across Instructional Contexts Through the Experience of Perezhivanie
This article reports on an ethnographic case study of the professional identity development of Mark—an English language teacher who identified as cisgender, gay, Catholic, white, and not wealthy. Using the lenses of intersectionality (e.g., Crenshaw, 1989, 1991) and perezhivanie (Vygotsky, 1999) — “the emotional and visceral impact of lived experiences” (van de Veer & Valsiner, 1994, p. 339)—we examined the multiplicity of identities (e.g., Norto…
Chinese Tesol Teacher Educators’ Perceptions of Factors Influencing Teacher Agency
This study explores the perceptions of 34 Chinese TESOL teacher educators regarding factors influencing teacher agency, adopting an ecological perspective that frames agency as dynamic and context‐bound—shaped by interactions across iterational, practical‐evaluative, and projective dimensions. Key findings reveal that teacher educators prioritize the projective dimension, emphasizing teachers’ long‐ and short‐term goals as the most influential fa…
Investigating routine and adaptive expertise of experienced teachers in English for academic purposes writing
This classroom-based case study explores how experienced English for Academic Purposes (EAP) writing teachers apply their routine and adaptive expertise in an EAP composition program. Particularly, the study involves two experienced EAP writing teachers and examines their instructional strategies, focusing on how they navigated the pre-established curriculum with their rich teaching backgrounds. Data collection include classroom observations, ref…
An Integrated Perspective on a Second Language Writing Teacher’s Professional Growth
This qualitative case study explores how a transnational second language writing teacher (Author 2) developed adaptive expertise across three career stages, early career in China, mid-career in the United States, and later career back in China as an experienced second language writing teacher, through the dynamic interplay of identity, agency, and emotion. Data from reflection journals and semi-structured interviews were analyzed using a framewor…
Building the AI Empowerment Framework for Teacher Education
Bilingual teacher advocacy, agency, and leadership
Research has examined bilingual teachers’ work and their experiences through the theoretical lens of teacher advocacy, teacher agency, and teacher leadership. This research synthesis analyzes the current research on the three frameworks in bilingual education and examines how they intersect. Bilingual teachers advocated for educational change to address the needs of emergent bilinguals. Despite various context-specific constraints, bilingual teac…
Early career language teacher educators’ intersectional identities and practices across diverse contexts
This collaborative autoethnography (CAE) aims to explore our lived experiences as four female language teacher educators (LTEs) in tertiary-level education across different contexts (U.S., China, and Indonesia). Drawing upon the concepts of intersectionality, we report on our constructed identities at the intersections of diverse backgrounds (e.g. cultural, linguistic, gendered) and the impact of the intersectional identities on our practices in …
EFL/ESL Teaching and Learning (9 obras) · Pedagogy (8 obras) · Psychology (8 obras) · Sociology (7 obras) · Teacher Education and Leadership Studies (6 obras) · Mathematics education (5 obras) · Multilingual Education and Policy (5 obras) · Social science (5 obras) · Teacher education (5 obras) · Computer Science (4 obras)