Baoqi Sun
Biographic Data
| ID | 6157039 |
|---|---|
| NAME | Baoqi Sun |
| GIVEN NAMES | Baoqi |
| FAMILY NAME | Sun |
| SIGNATURE | SUN B |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0003-4650-3394 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 14 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Developmental shifts in the role of reading fluency
Biliterate Shared Book Intervention (Bisbi) for low-income preschoolers
Aims and objectives/purpose/research questions: This paper analyzes outcomes of the Biliterate Shared Book Intervention (BISBI) conducted with 110 low-income Chinese and Malay preschoolers in Singapore. Design/methodology/approach: Parents and teachers were instructed on how to conduct dialogic reading with 24 unfamiliar books: 12 in English and 12 in Mother Tongue (Chinese or Malay). The larger Chinese group had four reading conditions: only sch…
Enhancing bilingual learners’ Chinese learning
This study examined the relationships between home support (Chinese use at home, homework support, and tuition duration), motivational beliefs (self-efficacy, interest, and task importance), learning behaviors (classroom engagement, effort regulation, and effort withdrawal), and Chinese achievement in 1410 Singaporean Grade Five (aged 11) students learning Chinese as a second language. Gender differences were also examined. Path analysis revealed…
Home language environment and bilingual acquisition in preschoolers from low-income homes
This paper explores home language environment and bilingual language acquisition of 3- to 4-year-old children who come from low-income homes, based on the results of a questionnaire and a battery of bilingual language tests taken by 32 Chinese and Malay preschoolers in Singapore. Assessments included receptive vocabulary, depth of vocabulary, phonological awareness and print concept in both English and Mother Tongue (Chinese or Malay). The result…
Does classroom matter in bilingual students’ Chinese language achievement? A multilevel analysis of the compositional effect and person–context interactions
Motivation and self-regulated learning profiles
‘Because I’m always moving’
With increased access to technologies for reading, more understanding is needed about how adolescents engage with print and digital reading across school and out-of-school contexts. In this study, mobile ethnography was used to document the everyday print and digital reading practices of adolescent girls from one all-girls’ school. They responded to real-time researcher prompts about their reading across various timings, locations, and devices ov…
How to kill two birds with one stone
Since their implementation in China’s tertiary education system two decades ago, EMI programmes have been reported largely less successful and more problematic than envisioned. Although portrayed as killing two birds with one stone , whereby both subject content learning and English language proficiency can be achieved in the same classroom, EMI has in reality been revealed to present a series of thorny problems, from teaching quality to learning…
Because I have my phone with me all the time”
Given constant online access to information, critical news literacy, or the ability to access and critically evaluate the news, is essential for adolescents to learn about the world and obtain civic knowledge to participate as national and global citizens. Although there has been much research focusing on how youths critically read and produce media, less attention has been paid to the issue of access as an essential element of news literacy. Dra…
Bilingual children’s perceived family language policy and its contribution to leisure reading
Reading Identities, Mobilities, and Reading Futures
In this article, Chin Ee Loh, Baoqi Sun, and Chan-Hoong Leong utilize a critical spatial perspective to examine how students from different socioeconomic statuses access reading resources at home, in school, and in the community. Using Geographic Information System (GIS) data, they evaluate the distribution of reading resources in Singapore by mapping out students’ physical distances to libraries and bookstores. They juxtapose the data against ca…
Cultural capital, habitus and reading futures
The acquisition of cultural capital can only be understood in the light of the formation of habitus, including the socialisation process, and in the context of the field in which any such capital has value. Yet, the relation between cultural capital and habitus is seldom discussed in research. Drawing on the data from focus groups with 96 students and a survey of 5,779 students from six Singapore secondary schools, we analyze how reading as a for…
I'd Still Prefer to Read the Hard Copy”
Does print still matter in this digital age? What is the role of technology in reading? Do adolescents who enjoy reading view the reading of print and digital material differently from those who do not enjoy reading? Drawing on survey data from 6,005 students and focus group data with 96 students across six secondary schools, the authors conducted a mixed‐methods study to examine adolescents’ print and digital reading habits in Singapore. Finding…
Nurturing bilingual learners
Singapore’s bilingual policy legitimises English not only as the language of governmental administration and interethnic communication, but also as the medium of instruction in all schools on all levels and across all subjects except mother tongues (MTs). As a result of these politics of language recognition, a visible shift has occurred in all ethnic groups away from MTs towards English. To rectify the language shift situation, the government ha…
Cultural capital, habitus and reading futures
The acquisition of cultural capital can only be understood in the light of the formation of habitus, including the socialisation process, and in the context of the field in which any such capital has value. Yet, the relation between cultural capital and habitus is seldom discussed in research. Drawing on the data from focus groups with 96 students and a survey of 5,779 students from six Singapore secondary schools, we analyze how reading as a for…
Bilingual children’s perceived family language policy and its contribution to leisure reading
Home language environment and bilingual acquisition in preschoolers from low-income homes
This paper explores home language environment and bilingual language acquisition of 3- to 4-year-old children who come from low-income homes, based on the results of a questionnaire and a battery of bilingual language tests taken by 32 Chinese and Malay preschoolers in Singapore. Assessments included receptive vocabulary, depth of vocabulary, phonological awareness and print concept in both English and Mother Tongue (Chinese or Malay). The result…
Nurturing bilingual learners
Singapore’s bilingual policy legitimises English not only as the language of governmental administration and interethnic communication, but also as the medium of instruction in all schools on all levels and across all subjects except mother tongues (MTs). As a result of these politics of language recognition, a visible shift has occurred in all ethnic groups away from MTs towards English. To rectify the language shift situation, the government ha…
I'd Still Prefer to Read the Hard Copy”
Does print still matter in this digital age? What is the role of technology in reading? Do adolescents who enjoy reading view the reading of print and digital material differently from those who do not enjoy reading? Drawing on survey data from 6,005 students and focus group data with 96 students across six secondary schools, the authors conducted a mixed‐methods study to examine adolescents’ print and digital reading habits in Singapore. Finding…
Cultural capital, habitus and reading futures
The acquisition of cultural capital can only be understood in the light of the formation of habitus, including the socialisation process, and in the context of the field in which any such capital has value. Yet, the relation between cultural capital and habitus is seldom discussed in research. Drawing on the data from focus groups with 96 students and a survey of 5,779 students from six Singapore secondary schools, we analyze how reading as a for…
Reading Identities, Mobilities, and Reading Futures
In this article, Chin Ee Loh, Baoqi Sun, and Chan-Hoong Leong utilize a critical spatial perspective to examine how students from different socioeconomic statuses access reading resources at home, in school, and in the community. Using Geographic Information System (GIS) data, they evaluate the distribution of reading resources in Singapore by mapping out students’ physical distances to libraries and bookstores. They juxtapose the data against ca…
‘Because I’m always moving’
With increased access to technologies for reading, more understanding is needed about how adolescents engage with print and digital reading across school and out-of-school contexts. In this study, mobile ethnography was used to document the everyday print and digital reading practices of adolescent girls from one all-girls’ school. They responded to real-time researcher prompts about their reading across various timings, locations, and devices ov…
How to kill two birds with one stone
Since their implementation in China’s tertiary education system two decades ago, EMI programmes have been reported largely less successful and more problematic than envisioned. Although portrayed as killing two birds with one stone , whereby both subject content learning and English language proficiency can be achieved in the same classroom, EMI has in reality been revealed to present a series of thorny problems, from teaching quality to learning…
Because I have my phone with me all the time”
Given constant online access to information, critical news literacy, or the ability to access and critically evaluate the news, is essential for adolescents to learn about the world and obtain civic knowledge to participate as national and global citizens. Although there has been much research focusing on how youths critically read and produce media, less attention has been paid to the issue of access as an essential element of news literacy. Dra…
Bilingual children’s perceived family language policy and its contribution to leisure reading
Does classroom matter in bilingual students’ Chinese language achievement? A multilevel analysis of the compositional effect and person–context interactions
Motivation and self-regulated learning profiles
Enhancing bilingual learners’ Chinese learning
This study examined the relationships between home support (Chinese use at home, homework support, and tuition duration), motivational beliefs (self-efficacy, interest, and task importance), learning behaviors (classroom engagement, effort regulation, and effort withdrawal), and Chinese achievement in 1410 Singaporean Grade Five (aged 11) students learning Chinese as a second language. Gender differences were also examined. Path analysis revealed…
Home language environment and bilingual acquisition in preschoolers from low-income homes
This paper explores home language environment and bilingual language acquisition of 3- to 4-year-old children who come from low-income homes, based on the results of a questionnaire and a battery of bilingual language tests taken by 32 Chinese and Malay preschoolers in Singapore. Assessments included receptive vocabulary, depth of vocabulary, phonological awareness and print concept in both English and Mother Tongue (Chinese or Malay). The result…
Developmental shifts in the role of reading fluency
Biliterate Shared Book Intervention (Bisbi) for low-income preschoolers
Aims and objectives/purpose/research questions: This paper analyzes outcomes of the Biliterate Shared Book Intervention (BISBI) conducted with 110 low-income Chinese and Malay preschoolers in Singapore. Design/methodology/approach: Parents and teachers were instructed on how to conduct dialogic reading with 24 unfamiliar books: 12 in English and 12 in Mother Tongue (Chinese or Malay). The larger Chinese group had four reading conditions: only sch…
Psychology (11 works) · Pedagogy (8 works) · Mathematics education (7 works) · Sociology (7 works) · Linguistics (6 works) · Political science (5 works) · Reading (process (5 works) · Computer Science (4 works) · Bilingual education (3 works) · Child Development and Digital Technology (3 works)