Juan Dong
Biographic Data
| ID | 6176594 |
|---|---|
| NAME | Juan Dong |
| GIVEN NAMES | Juan |
| FAMILY NAME | Dong |
| SIGNATURE | DONG J |
| AFFILIATIONS | Southeast University |
| ORCID | 0000-0002-0959-0727 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 13 |
| WORKS AS AUTHOR | 15 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Space-time (Dis)continuities In The Linguistic Landscape
Decolonizing language teacher education
An Ecological Analysis of Teacher Discourse in EFL High School Classrooms
This study, grounded in theories of Systemic Functional Linguistics and Ecolinguistics, analyzes the ecological discourse of high school English teachers in EFL (English as a Foreign Language) classrooms, thereby exploring the realization mechanisms of ecological educational contents in their classroom discourse. Through corpus extraction and annotation from authentic classroom teaching videos, combined with the integration of teaching moves, eco…
Conflicting language ideologies and practices of English medium instruction policy for international students in China’s higher education
‘My study abroad dream, my Chinese dream’
Amid the Belt and Road Initiative (BRI), China has become a major destination for educational migrants from Global South countries like Bangladesh. Yet, research on international student mobility and language learning overlooks the growing significance of South-South migration and the rise of Chinese as a global language. Drawing on the theoretical concepts of ‘linguistic entrepreneurship’ and ‘peripheral cosmopolitanism’, this study traces the t…
Language ideologies and practices of international students in a course in Chinese for Academic Purposes(CAP)
Despite the increased international use of English-medium instruction in higher education, little attention has been given to the language-related experiences of international students in non-Anglophone settings where local or national languages are used for academic purposes. This study explores the language ideologies and practices of a cohort of international students studying in a CAP course. Based on a large ethnographic study, the findings …
“We feel excluded and isolated”
Teaching on the edge
Unpacking the epistemic injustice in English medium instruction
Despite extensive EMI research worldwide, few studies focus on stakeholders’ EMI experiences through the lens of epistemological stance. Informed by ‘epistemic injustice’, this study examines the epistemic nature of EMI policy by examining Bangladeshi students’ language ideologies to understand whose languages, knowledge, and voices are (mis)recognised and (de)legitimised in an EMI programme. Drawing upon an ethnographic study, data were collecte…
Sank you’ or ‘thank you’? Negotiating epistemic authority and communicative enoughness among international students in a Chinese EMI programme
The competing role of English and Chinese in the ‘practiced’ language policies for international medical students in a Chinese hospital
Informed by the theoretical concepts of 'practiced' language policy and space, the study investigates the language practices of English-medium Bachelor of Medicine and Bachelor of Surgery (MBBS) programs for international students, focusing on the interactional norms of language choice in a Chinese hospital where international students are interned. In accordance with the tenets of Interactional Sociolinguistics, data were gathered through observ…
Examining Chinese teachers’ emotional vulnerability of teaching international students in an English medium instruction programme
Jim McKinley and Nicola Galloway
Reproducing inequality while celebrating diversity
The adoption of English medium instruction (EMI) in higher education has gained popularity in China's tertiary education as a result of globalization. International students in Chinese universities are celebrated as part of soft power projection to extend China's global impact. Informed by Piller and Cho's concept of “Neoliberalism as language policy” (2013) and Collins' “social reproduction theory” (2009, 2012), this study attempts to explore th…
Online Learning and Teaching Experiences During the Covid-19 Pandemic
While facing the COVID-19 pandemic attack worldwide, international students are forced to turn to online instruction for academic study. Based on a longitudinal ethnography with a cohort of Bangladeshi students who study in English-medium degree program at software engineering, this study reveals a series of challenges confronting both Chinese teachers and Bangladeshi students for their online interactions. Data were collected through online clas…
Reproducing inequality while celebrating diversity
The adoption of English medium instruction (EMI) in higher education has gained popularity in China's tertiary education as a result of globalization. International students in Chinese universities are celebrated as part of soft power projection to extend China's global impact. Informed by Piller and Cho's concept of “Neoliberalism as language policy” (2013) and Collins' “social reproduction theory” (2009, 2012), this study attempts to explore th…
Examining Chinese teachers’ emotional vulnerability of teaching international students in an English medium instruction programme
Unpacking the epistemic injustice in English medium instruction
Despite extensive EMI research worldwide, few studies focus on stakeholders’ EMI experiences through the lens of epistemological stance. Informed by ‘epistemic injustice’, this study examines the epistemic nature of EMI policy by examining Bangladeshi students’ language ideologies to understand whose languages, knowledge, and voices are (mis)recognised and (de)legitimised in an EMI programme. Drawing upon an ethnographic study, data were collecte…
The competing role of English and Chinese in the ‘practiced’ language policies for international medical students in a Chinese hospital
Informed by the theoretical concepts of 'practiced' language policy and space, the study investigates the language practices of English-medium Bachelor of Medicine and Bachelor of Surgery (MBBS) programs for international students, focusing on the interactional norms of language choice in a Chinese hospital where international students are interned. In accordance with the tenets of Interactional Sociolinguistics, data were gathered through observ…
Online Learning and Teaching Experiences During the Covid-19 Pandemic
While facing the COVID-19 pandemic attack worldwide, international students are forced to turn to online instruction for academic study. Based on a longitudinal ethnography with a cohort of Bangladeshi students who study in English-medium degree program at software engineering, this study reveals a series of challenges confronting both Chinese teachers and Bangladeshi students for their online interactions. Data were collected through online clas…
Jim McKinley and Nicola Galloway
Reproducing inequality while celebrating diversity
The adoption of English medium instruction (EMI) in higher education has gained popularity in China's tertiary education as a result of globalization. International students in Chinese universities are celebrated as part of soft power projection to extend China's global impact. Informed by Piller and Cho's concept of “Neoliberalism as language policy” (2013) and Collins' “social reproduction theory” (2009, 2012), this study attempts to explore th…
The competing role of English and Chinese in the ‘practiced’ language policies for international medical students in a Chinese hospital
Informed by the theoretical concepts of 'practiced' language policy and space, the study investigates the language practices of English-medium Bachelor of Medicine and Bachelor of Surgery (MBBS) programs for international students, focusing on the interactional norms of language choice in a Chinese hospital where international students are interned. In accordance with the tenets of Interactional Sociolinguistics, data were gathered through observ…
Examining Chinese teachers’ emotional vulnerability of teaching international students in an English medium instruction programme
“We feel excluded and isolated”
Teaching on the edge
Unpacking the epistemic injustice in English medium instruction
Despite extensive EMI research worldwide, few studies focus on stakeholders’ EMI experiences through the lens of epistemological stance. Informed by ‘epistemic injustice’, this study examines the epistemic nature of EMI policy by examining Bangladeshi students’ language ideologies to understand whose languages, knowledge, and voices are (mis)recognised and (de)legitimised in an EMI programme. Drawing upon an ethnographic study, data were collecte…
Sank you’ or ‘thank you’? Negotiating epistemic authority and communicative enoughness among international students in a Chinese EMI programme
Space-time (Dis)continuities In The Linguistic Landscape
Decolonizing language teacher education
An Ecological Analysis of Teacher Discourse in EFL High School Classrooms
This study, grounded in theories of Systemic Functional Linguistics and Ecolinguistics, analyzes the ecological discourse of high school English teachers in EFL (English as a Foreign Language) classrooms, thereby exploring the realization mechanisms of ecological educational contents in their classroom discourse. Through corpus extraction and annotation from authentic classroom teaching videos, combined with the integration of teaching moves, eco…
Conflicting language ideologies and practices of English medium instruction policy for international students in China’s higher education
‘My study abroad dream, my Chinese dream’
Amid the Belt and Road Initiative (BRI), China has become a major destination for educational migrants from Global South countries like Bangladesh. Yet, research on international student mobility and language learning overlooks the growing significance of South-South migration and the rise of Chinese as a global language. Drawing on the theoretical concepts of ‘linguistic entrepreneurship’ and ‘peripheral cosmopolitanism’, this study traces the t…
Language ideologies and practices of international students in a course in Chinese for Academic Purposes(CAP)
Despite the increased international use of English-medium instruction in higher education, little attention has been given to the language-related experiences of international students in non-Anglophone settings where local or national languages are used for academic purposes. This study explores the language ideologies and practices of a cohort of international students studying in a CAP course. Based on a large ethnographic study, the findings …
Second Language Learning and Teaching (10 works) · EFL/ESL Teaching and Learning (9 works) · China (8 works) · Sociology (8 works) · Pedagogy (7 works) · Political science (7 works) · Multilingual Education and Policy (6 works) · Psychology (5 works) · Ideology (4 works) · Law (4 works)