Linda Tsung
Biographic Data
| ID | 356952 |
|---|---|
| NAME | Linda Tsung |
| GIVEN NAMES | Linda |
| FAMILY NAME | Tsung |
| SIGNATURE | TSUNG L |
| AFFILIATIONS | The University of Sydney |
| ORCID | 0000-0003-4669-9331 |
| VERIFIED | Yes |
| TOTAL WORKS | 41 |
| TOTAL CITATIONS | 114 |
| AUTHOR COUNT | 40 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Exploring Chinese International Students’ Intercultural Competence in Australian University Classrooms
With the increasing number of Chinese international students in Australian universities, intercultural competence has become a critical factor influencing their interactions with Australian tutors in university classroom settings. Existing research often examines students’ intercultural competence from a single‐method or single‐perspective approach, typically focusing solely on students with limited attention given to the perspectives of tutors i…
Activity systems in transition
Positive and Negative Emotions of Chinese as a Second Language Learners and the Influencing Factors
The successful launch of the One Belt and One Road Initiative in 2013, coupled with China’s growing international influence, has stimulated global interest in learning Chinese as a Second Language (CSL). However, recent studies reveal several problems relating to international students’ adaptation and adjustment in the distinct Chinese study abroad context. Additionally, the typology of the Chinese language, characterised by its logographic writi…
Tracing the Signature Dynamics of EFL Learners’ L2 Motivation in an AI‐Enhanced Learning Context
Adopting a retrodictive qualitative modeling approach, this study explored the signature dynamics of Chinese college EFL students’ L2 motivation in AI‐enhanced learning contexts. From an initial pool of 118 non‐English major students in one Chinese university, three distinct motivational archetypes were identified based on the result of hierarchical clustering analysis of the questionnaire regarding their motivational conglomerate. Two prototypic…
A historic neighborhood reshaped by linguistic landscape and gentrification
Unpacking changing emotions in multiple contexts
Under the guidance of complex dynamic systems theory, the present study explored four college students’ academic emotions when learning academic English in a blended language class, consisting of face-to-face classroom instruction, and asynchronous and synchronous online instructions. An idiodynamic approach was used to capture the participants’ emotional fluctuations on a per-second timescale. With reference to the bitmap exported, follow-up int…
Exploring Chinese as a second language learners’ motivational factors
The past decades have witnessed a significant increase in the number of global Chinese as a second language (L2) learners. Accompanying the surge is the growing body of research on their motivational factors. This mixed‐methods study was primarily informed by Dörnyei's L2 motivational self system (L2MSS), aiming to scrutinize Chinese as a second language (CSL) learners’ motivational factors from the perspectives of selves and contexts. Leveraging…
East meets West
Affluent in semiotic resources and containing great communicability, Chinese university emblems have yet to attract much academic research. Drawing on studies of social semiotics, typographic landscaping and multimodal concepts, this paper explores the linguistic and social dimension of meaning-making practice and the entanglement of Chinese and Western elements in Chinese university emblems. Examining 156 university emblems in mainland China, th…
L2 and L3 motivational systems and their interactions
This study explores Tibetan students’ L2 and L3 motivational systems and their interactions based on the framework of the L2 Motivational Self-System proposed by Dörnyei. Five hundred fifty-two participants were invited to respond to a questionnaire regarding their Chinese (L2) and English (L3) motivational selves, learning experiences and intended learning efforts. Multiple regression analyses revealed that L2 motivational selves and L2 learning…
The Use of Communication Strategies by Second Language Learners of Chinese in a Virtual Reality Learning Environment
Virtual reality (VR) for Language learning has been shown effective in improving students’ communication skills. However very few studies reveal the communication strategies students used in communicating in a VR environment, especially in learning Chinese as a foreign or second language (CFL/CSL). In this pilot study, a prototype Virtual Experiential Language Learning Environment (VELLE) was used to provide immersive learning experiences in deve…
Humour strategies in teaching Chinese as second language classrooms
Learning Chinese as a second language in China
Case Studies of Sani Yi in Yunnan
Case Study of a Yi-Han Bilingual School in Liangshan
Bilingual Education and Minority Languages in China
Language Attitudes and Ethnic Identity of the Present Yi
Creating the Yi
Language Used in Public Spaces
Tibetan bilingual education in Qinghai
This paper explores the intersection between government bilingual education policy in schools for Tibetan students and family language practices at home and looks at the implications of such practices. Summaries of empirical data and critical analysis are reported from Qinghai in China. A field study was conducted in Tibetan areas in Qinghai between 2013 and 2016. This fieldwork included school visits, observation and interviews undertaken with t…
Bilingual Education and Minority Language Maintenance in China
Contemporary Chinese discourse and social practice in China
Teaching Chinese Literacy in the Early Years
Analysing Chinese discourse in the new era
Preview this article: Analysing Chinese discourse in the new era, Page 1 of 1 /docserver/preview/fulltext/cld.5.1.00int-1.gif
Fundamental Spoken Chinese/Fundamental Written Chinese
ROBERT SANDERS and NORA YAO. Honolulu: University of Hawai’i Press, 2009. 400 pp. US$39.00, paper. NORA YAO, MARGARET LEE and ROBERT SANDERS. Fundamental Written Chinese . Honolulu: University of H
Grammaticality judgment of Chinese and English sentences by native speakers of alphasyllabary
A group of 118 sixteen-year-old students of ethnic Indian and Pakistani origin, learning school Chinese, judged on-line the grammaticality of 18 pairs of sentences in Chinese and English. We hypothesized: (a) The students might not perform worse in simple Chinese sentence processing as compared with equivalent English sentences. (b) There would be an overall school effect as proxy for learning experience. (c) Grammatically correct sentences would…
Mother tongue and bilingual minority education in China
Mother tongue education in separate schools has been in the norm for several of China's large minorities since 1949. In recent years, however, the shift in minority parental demand, media focus on low educational outcomes of mother tongue education combined with government concerns about separatism have led to the development of mixed schools for Chinese and minority students. In China's Xinjiang Uyghur Autonomous Region (XUAR) the government pla…
Learning Chinese as a second language in China
Minority Languages, Education and Communities in China
The book outlines the evolution and role of minority languages locally and nationally; it investigates current educational language policies in minority areas; and it assesses the social and economic
Bilingual Education and Minority Language Maintenance in China
South Asian students’ Chinese language learning in Hong Kong
This paper offers insights into an under-researched area of Chinese language learning among Hong Kong's less affluent South Asians, a group whose members have often been stereotyped as unable to function in the Chinese medium instruction (CMI) teaching system. Data were collected from a survey of approximately 300 South Asian secondary school students and from follow-up semi-structured interviews with 30 student participants. By cross-examining s…
Humour strategies in teaching Chinese as second language classrooms
Dilemmas of identity, language and culture in higher education in China
A vast array of cultural traditions and languages can be found among China's 55 legally recognized minority nationalities. Mother tongue education has been the norm for several of the large minority groups (namely, Koreans, Kazaks, Mongolians, Tibetans, and Uyghurs) for most of the time since 1949. This article, which is based on empirical data, reports a study of a group of academics with a Uyghur background at Xinjiang University. The findings …
Unlocking the racialized and gendered educational experiences of South Asian females in Hong Kong
Educating South Asians with different language and cultural backgrounds and integrating them into mainstream society have been a challenge for the educational system of Hong Kong. This study documents the educational experiences of a group of Pakistani girls in the contexts of home, community, and school in Hong Kong. Using ethnographic methods, data collection is based on interviews evoking their life stories. These stories recount how Pakistani…
Access to Majority Language and Educational Outcomes
This study examines the extent to which South Asian students in Hong Kong are gaining fluency in Chinese and the impact of this on their educational outcomes in the postcolonial context of an official shift to a trilingual (Cantonese, English, and Putonghua) and biliterate (Chinese and English) society. It focuses on the teaching and learning of Chinese in secondary schools “designated” for minority background students. Data are drawn from studen…
Tracing the Signature Dynamics of EFL Learners’ L2 Motivation in an AI‐Enhanced Learning Context
Adopting a retrodictive qualitative modeling approach, this study explored the signature dynamics of Chinese college EFL students’ L2 motivation in AI‐enhanced learning contexts. From an initial pool of 118 non‐English major students in one Chinese university, three distinct motivational archetypes were identified based on the result of hierarchical clustering analysis of the questionnaire regarding their motivational conglomerate. Two prototypic…
Exploring Chinese as a second language learners’ motivational factors
The past decades have witnessed a significant increase in the number of global Chinese as a second language (L2) learners. Accompanying the surge is the growing body of research on their motivational factors. This mixed‐methods study was primarily informed by Dörnyei's L2 motivational self system (L2MSS), aiming to scrutinize Chinese as a second language (CSL) learners’ motivational factors from the perspectives of selves and contexts. Leveraging…
A vanishing language
This article aims to analyze the social functions and linguistic features of an endangered language: Xiandao, and discuss the major factors that have caused Xiandao to become endangered. The research data is drawn from recent fieldwork conducted in two villages in Jiemao district, Yingjiang County, Dehong Dai and Jingpo Autonomous Prefecture, Yunnan Province, China. Local administrators, teachers, and all Xiandao families were interviewed. In add…
Minority Communities and Languages
Like many Han Chinese, I grew up knowing little about China’s minority communities, except for the impressions I gained from a few films. One of them called Wu duo Jinhua, (Five Golden Flowers), was about five beautiful Bai girls in Dali, Yunnan, who shared the same name, Jinhua (golden flower). The film followed their lives through the social changes in the late 1950s as they became bureaucrats and professionals and conducted their individual lo…
New Policies and Practices under Communism
When the Common Program of the People’s Republic of China was promulgated in 1949 all nationalities were to enjoy equal rights and obligations and autonomous government was introduced. Minority languages were allowed “freedom to use and develop their own languages and scripts, and to maintain or reform their customs or religion” (Stalin, 1913, p. 21). A complementary decision was taken to establish more minority schools, train cadres in minority …
Minority Language Issues under the Open Door
A new stage was set for China in 1977 after the third Plenary Session of the Tenth National Congress of the CCP. In August 1977 Deng Xiaoping, Vice Chairman of the CCP, stressed that the education system required immediate restoration and development. He instructed “all primary, middle schools and higher education institutions to restore the education system from the beginning of the school year in autumn 1977” (Zhou, Y., 1990, p. 106). These key…
Bilingual Models of Minority Education in Yunnan
I am returning to where I left off, from my own Yunnan experiment which began in 1995. My impressions of this extraordinary world; its diversity, unique communities, different languages and culture, remain vivid after all these years. There, I met many professors and students proud of their identity. When they introduced themselves, they told me they were Bai, Naxi, Yi, Dai, Lisu, Lahu and so on. Although almost of them were conversant in Putongh…
Language, Education and Communities in Xinjiang
Visitors to the Xinjiang Uyghur Autonomous Region (XUAR) will def initely experience the breadth of its horizon. As China’s largest region, Xinjiang constitutes one-sixth of China’s total land mass and covers an area of 1.66 million square kilometers in the far northwest of the country. Externally, it borders eight countries, namely Kazakhstan, Kyrgyzstan, Tajikistan, Russia, the Republic of Mongolia, India, Pakistan, and Afghanistan. Within Chin…
Progress, Challenges and Prospects
The importance of China’s 106 million ethnic people in its social fabric is well recognized. Although economic development has brought work and income to many regions, growth has been uneven and is frequently accompanied by a heavy environmental cost. Thus, pressures for separatist activity aggravated by religious and secular differences are apparent. Despite the massive drop in extreme poverty figures, life remains predominantly difficult for th…
Minorities in the Past
The different languages of the peoples of China’s vast territories contested for supremacy as far back as the Archaic era when the legendary Yellow Emperor (2697–2597 BC), brought together the tribes of the fertile agricultural basin of the Yellow River, expanding their territory to the south and east. The great dynasties of the Xia, Shang and Zhou wanted to locate their imperial court and sovereign territories at the center of a universe. Beyond…
Minority Communities in Post-colonial Hong Kong
The Hong Kong Special Administrative Region (HKSAR) is not an interesting place for anyone examining China’s minority languages since nine out of ten residents speak Cantonese as a first language. Cantonese is considered a Chinese dialect, and has phonological, morphological and syntactic level differences with Putonghua. In fact, most Cantonese speakers find the Putonghua pronunciation system unfamiliar. This is because only a few of them have l…
Minority Languages, Education and Communities in China
The book outlines the evolution and role of minority languages locally and nationally; it investigates current educational language policies in minority areas; and it assesses the social and economic
Mother tongue and bilingual minority education in China
Mother tongue education in separate schools has been in the norm for several of China's large minorities since 1949. In recent years, however, the shift in minority parental demand, media focus on low educational outcomes of mother tongue education combined with government concerns about separatism have led to the development of mixed schools for Chinese and minority students. In China's Xinjiang Uyghur Autonomous Region (XUAR) the government pla…
Access to Majority Language and Educational Outcomes
This study examines the extent to which South Asian students in Hong Kong are gaining fluency in Chinese and the impact of this on their educational outcomes in the postcolonial context of an official shift to a trilingual (Cantonese, English, and Putonghua) and biliterate (Chinese and English) society. It focuses on the teaching and learning of Chinese in secondary schools “designated” for minority background students. Data are drawn from studen…
Dilemmas of identity, language and culture in higher education in China
A vast array of cultural traditions and languages can be found among China's 55 legally recognized minority nationalities. Mother tongue education has been the norm for several of the large minority groups (namely, Koreans, Kazaks, Mongolians, Tibetans, and Uyghurs) for most of the time since 1949. This article, which is based on empirical data, reports a study of a group of academics with a Uyghur background at Xinjiang University. The findings …
South Asian students’ Chinese language learning in Hong Kong
This paper offers insights into an under-researched area of Chinese language learning among Hong Kong's less affluent South Asians, a group whose members have often been stereotyped as unable to function in the Chinese medium instruction (CMI) teaching system. Data were collected from a survey of approximately 300 South Asian secondary school students and from follow-up semi-structured interviews with 30 student participants. By cross-examining s…
Grammaticality judgment of Chinese and English sentences by native speakers of alphasyllabary
A group of 118 sixteen-year-old students of ethnic Indian and Pakistani origin, learning school Chinese, judged on-line the grammaticality of 18 pairs of sentences in Chinese and English. We hypothesized: (a) The students might not perform worse in simple Chinese sentence processing as compared with equivalent English sentences. (b) There would be an overall school effect as proxy for learning experience. (c) Grammatically correct sentences would…
Unlocking the racialized and gendered educational experiences of South Asian females in Hong Kong
Educating South Asians with different language and cultural backgrounds and integrating them into mainstream society have been a challenge for the educational system of Hong Kong. This study documents the educational experiences of a group of Pakistani girls in the contexts of home, community, and school in Hong Kong. Using ethnographic methods, data collection is based on interviews evoking their life stories. These stories recount how Pakistani…
Language and power
The Yi people of southwest China constitute the country's seventh largest minority group. Due to constant interaction between local Yi and Han Chinese, the Yi language and local varieties of Chinese have intermingled, forming a new code-mixing language which residents refer to as Tuanjie hua. To investigate its distinctive characteristics, as well as its social and psychological implications, we conducted a field trip to Xichang City in Sichuan P…
Fundamental Spoken Chinese/Fundamental Written Chinese
ROBERT SANDERS and NORA YAO. Honolulu: University of Hawai’i Press, 2009. 400 pp. US$39.00, paper. NORA YAO, MARGARET LEE and ROBERT SANDERS. Fundamental Written Chinese . Honolulu: University of H
Analysing Chinese discourse in the new era
Preview this article: Analysing Chinese discourse in the new era, Page 1 of 1 /docserver/preview/fulltext/cld.5.1.00int-1.gif
Contemporary Chinese discourse and social practice in China
Teaching Chinese Literacy in the Early Years
Case Studies of Sani Yi in Yunnan
Case Study of a Yi-Han Bilingual School in Liangshan
Bilingual Education and Minority Languages in China
Language Attitudes and Ethnic Identity of the Present Yi
China (21 works) · Linguistics (21 works) · Psychology (21 works) · Political science (18 works) · China's Ethnic Minorities and Relations (17 works) · Multilingual Education and Policy (17 works) · Sociology (16 works) · Mathematics education (13 works) · History (10 works) · Pedagogy (10 works)