Jinghe Han
Biographic Data
| ID | 3701538 |
|---|---|
| NAME | Jinghe Han |
| GIVEN NAMES | Jinghe |
| FAMILY NAME | Han |
| SIGNATURE | HAN J |
| AFFILIATIONS | Western Sydney University |
| ORCID | 0000-0001-9708-9707 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Cultural impact on teacher professionalism – a comparative document analysis of Chinese language teachers in China and Australia
This article explored Chinese as an additional language (CAL) teachers’ professionalism in China and Australia. Through a comparative study, it examined how culturally different educational systems position and stipulate what CAL teachers should be, know and do to fulfil their professional obligations. The data sources were two CAL Teacher Standards documents developed by authorised educational organisations in each country. Hofstede’s (2011) cul…
A Translanguaging Approach to Doctoral Supervision: Leveraging Students’ Multilingualism as Intellectual Resources
Translanguaging theory and practices have enabled multilingual spaces where students’ full linguistic repertoires are valued, explored, and utilized by educators as resources across educational settings. However, research reporting supervision pedagogies incorporating international doctoral students’ multilingualism as intellectual resources in doctoral research education in Australia remains scant. This paper reports a case study that explored a…
Becoming teacher-researchers through action research: The experiences of Chinese language teacher candidates in a cross-cultural context
This study is situated in the problematic context where research and practice are divisive due to the dominant epistemological positioning of school teachers being trained for teaching and tertiary academics for research. It explores the experiences of two teacher candidates' becoming teacher-researchers through action research in a cross-cultural context. This is retrospective research. The participants were enrolled in a Sino-Australian languag…
Translanguaging as a pedagogy: Exploring the use of teachers’ and students’ bilingual repertoires in Chinese language education
This research offers a post-structuralist multilingual lens to examine translanguaging practice in Chinese as an Additional Language (CAL) teaching and learning. It investigates a cohort of bilingual Chinese teachers who had been trained in a teacher-researcher education programme in an Australian university. This research asks how the Chinese teachers utilised their own and their students’ bilingual repertoires to assist the learning of Chinese …
Inclusion, equity and intellectual equality: A case of overseas educated multilingual students in an Australian teacher education programme
Inclusive education is of considerable significance in Australia being politically recognised and promoted by federal and state governments. However, literature suggests conceptual gaps have contributed to a limited understanding by policy makers and practitioners concerning 'what is' and 'who needs' inclusion. The research this paper reports explores what type of inclusiveness multilingual students have experienced in an Australian university te…
Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study
This research is situated in the context of English Medium Instruction (EMI) teaching in higher education. The importance of lecturers' skilled implementation of engagement strategies to enhance students' learning is acknowledged. However, literature identifies a need for theoretically informed professional development (PD) programs to improve EMI lecturers' pedagogical engagement. In light of the identified concerns and issues, an intervention, …
Educating Teachers of “Chinese as a Local/Global Language”: Teaching “Chinese with Australian Characteristics”
Teacher education for World English speaking pre-service teachers: Making transnational knowledge exchange for mutual learning
Peer review, Bourdieu and honour: Connecting Chinese and Australian intellectual projects
The reviews of papers for refereed journals are rarely a source of exhilaration, only occasionally a pleasure and frequently dispiriting. Using peer reviews of research containing Chinese concepts, this paper explores different ways of thinking about knowledge, its evaluation and transfer. Bourdieu’s concepts of fields of power, position taking, positioning and honour provide a framework whereby peer reviews are positioned as integral to scholarl…
Engaging Chinese ideas through Australian education research: Usingchéngyŭto Connect Intellectual Projects Across 'Peripheral' Nations
The increasing number of higher degree research students from China in the universities of multicultural Australia as elsewhere has added to the mounting interest in pedagogies of postgraduate supervision. This paper explores the proposition that efforts to articulate Chinese ideas through research in, for and about Australia have to negotiate positions that would allow or disallow their embedding in the Australian education research community. T…
Teacher Shortages, Bilingual Teachers and the Mobility of Transnational Knowledge Workers
Peer review, Bourdieu and honour: Connecting Chinese and Australian intellectual projects
The reviews of papers for refereed journals are rarely a source of exhilaration, only occasionally a pleasure and frequently dispiriting. Using peer reviews of research containing Chinese concepts, this paper explores different ways of thinking about knowledge, its evaluation and transfer. Bourdieu’s concepts of fields of power, position taking, positioning and honour provide a framework whereby peer reviews are positioned as integral to scholarl…
A Translanguaging Approach to Doctoral Supervision: Leveraging Students’ Multilingualism as Intellectual Resources
Translanguaging theory and practices have enabled multilingual spaces where students’ full linguistic repertoires are valued, explored, and utilized by educators as resources across educational settings. However, research reporting supervision pedagogies incorporating international doctoral students’ multilingualism as intellectual resources in doctoral research education in Australia remains scant. This paper reports a case study that explored a…
Teacher education for World English speaking pre-service teachers: Making transnational knowledge exchange for mutual learning
Engaging Chinese ideas through Australian education research: Usingchéngyŭto Connect Intellectual Projects Across 'Peripheral' Nations
The increasing number of higher degree research students from China in the universities of multicultural Australia as elsewhere has added to the mounting interest in pedagogies of postgraduate supervision. This paper explores the proposition that efforts to articulate Chinese ideas through research in, for and about Australia have to negotiate positions that would allow or disallow their embedding in the Australian education research community. T…
Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study
This research is situated in the context of English Medium Instruction (EMI) teaching in higher education. The importance of lecturers' skilled implementation of engagement strategies to enhance students' learning is acknowledged. However, literature identifies a need for theoretically informed professional development (PD) programs to improve EMI lecturers' pedagogical engagement. In light of the identified concerns and issues, an intervention, …
Teacher Shortages, Bilingual Teachers and the Mobility of Transnational Knowledge Workers
Engaging Chinese ideas through Australian education research: Usingchéngyŭto Connect Intellectual Projects Across 'Peripheral' Nations
The increasing number of higher degree research students from China in the universities of multicultural Australia as elsewhere has added to the mounting interest in pedagogies of postgraduate supervision. This paper explores the proposition that efforts to articulate Chinese ideas through research in, for and about Australia have to negotiate positions that would allow or disallow their embedding in the Australian education research community. T…
Teacher education for World English speaking pre-service teachers: Making transnational knowledge exchange for mutual learning
Peer review, Bourdieu and honour: Connecting Chinese and Australian intellectual projects
The reviews of papers for refereed journals are rarely a source of exhilaration, only occasionally a pleasure and frequently dispiriting. Using peer reviews of research containing Chinese concepts, this paper explores different ways of thinking about knowledge, its evaluation and transfer. Bourdieu’s concepts of fields of power, position taking, positioning and honour provide a framework whereby peer reviews are positioned as integral to scholarl…
Educating Teachers of “Chinese as a Local/Global Language”: Teaching “Chinese with Australian Characteristics”
Translanguaging as a pedagogy: Exploring the use of teachers’ and students’ bilingual repertoires in Chinese language education
This research offers a post-structuralist multilingual lens to examine translanguaging practice in Chinese as an Additional Language (CAL) teaching and learning. It investigates a cohort of bilingual Chinese teachers who had been trained in a teacher-researcher education programme in an Australian university. This research asks how the Chinese teachers utilised their own and their students’ bilingual repertoires to assist the learning of Chinese …
Inclusion, equity and intellectual equality: A case of overseas educated multilingual students in an Australian teacher education programme
Inclusive education is of considerable significance in Australia being politically recognised and promoted by federal and state governments. However, literature suggests conceptual gaps have contributed to a limited understanding by policy makers and practitioners concerning 'what is' and 'who needs' inclusion. The research this paper reports explores what type of inclusiveness multilingual students have experienced in an Australian university te…
Exploring Chinese EMI lecturers’ pedagogical engagement through the lens of culturally informed positive psychology: An intervention study
This research is situated in the context of English Medium Instruction (EMI) teaching in higher education. The importance of lecturers' skilled implementation of engagement strategies to enhance students' learning is acknowledged. However, literature identifies a need for theoretically informed professional development (PD) programs to improve EMI lecturers' pedagogical engagement. In light of the identified concerns and issues, an intervention, …
A Translanguaging Approach to Doctoral Supervision: Leveraging Students’ Multilingualism as Intellectual Resources
Translanguaging theory and practices have enabled multilingual spaces where students’ full linguistic repertoires are valued, explored, and utilized by educators as resources across educational settings. However, research reporting supervision pedagogies incorporating international doctoral students’ multilingualism as intellectual resources in doctoral research education in Australia remains scant. This paper reports a case study that explored a…
Becoming teacher-researchers through action research: The experiences of Chinese language teacher candidates in a cross-cultural context
This study is situated in the problematic context where research and practice are divisive due to the dominant epistemological positioning of school teachers being trained for teaching and tertiary academics for research. It explores the experiences of two teacher candidates' becoming teacher-researchers through action research in a cross-cultural context. This is retrospective research. The participants were enrolled in a Sino-Australian languag…
Cultural impact on teacher professionalism – a comparative document analysis of Chinese language teachers in China and Australia
This article explored Chinese as an additional language (CAL) teachers’ professionalism in China and Australia. Through a comparative study, it examined how culturally different educational systems position and stipulate what CAL teachers should be, know and do to fulfil their professional obligations. The data sources were two CAL Teacher Standards documents developed by authorised educational organisations in each country. Hofstede’s (2011) cul…
Pedagogy (9 works) · Sociology (9 works) · Psychology (8 works) · EFL/ESL Teaching and Learning (7 works) · Linguistics (5 works) · Multilingual Education and Policy (5 works) · Political science (5 works) · Second Language Learning and Teaching (5 works) · Mathematics education (4 works) · China (3 works)