F Fang
Datos Biográficos
| ID | 70201 |
|---|---|
| NOMBRE | F Fang |
| NOMBRES | F |
| APELLIDO | Fang |
| FIRMA | FANG F |
| AFILIACIONES | Shantou University |
| ORCID | 0000-0002-4210-9042 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 50 |
| TOTAL DE CITAS | 140 |
| TOTAL COMO AUTOR | 50 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 8 |
IELTS through test takers’ eyes
The global spread of English has led to its status as a lingua franca, facilitating communication across diverse linguistic and cultural boundaries. With the enhancement of English as a medium of instruction (EMI) in higher education, English proficiency is a requirement for students aspiring to study abroad. This paper examines test takers’ perceptions of the International English Language Testing System (IELTS) from a Global Englishes (GE) pers…
‘My English is terrible to read’
With the increasing prominence of English as a global lingua franca, English medium instruction (EMI) has been adopted in various higher education contexts. However, its implementation in non-Anglophone regions presents significant challenges, particularly in meeting students’ learning needs and the allocation of language support. Through interviews and two focus groups, this study investigated the impact of a peer tutoring initiative to support …
From “Striving to Survive” to “Striving to Thrive”
While English‐medium instruction (EMI) and English for Academic Purposes (EAP) courses are designed to promote language and content learning, their prevailing English‐only approaches often undermine students’ learning motivation. Against this backdrop, translanguaging has gained recognition as an effective pedagogical practice to support learning, yet its potential to support motivation in EMI and EAP contexts remains underexplored. Therefore, th…
Global Englishes
Global Englishes, and within that the field of English as a lingua franca, is a huge and expanding area of research and pedagogy. This paper provides a sample of our beliefs about productive areas of research. The nine tasks presented suggest the importance of research in the areas of intercultural and digital communication, especially through the adoption of trans theories such as translanguaging, transmodality, and transcultural communication. …
Translanguaging pedagogies and student engagement in English-medium instruction classrooms
Despite the widespread adoption of English as a Medium of Instruction (EMI) in Chinese universities, low levels of student engagement in classroom are a persistent issue. As a practical theory of language, translanguaging provides a new perspective for EMI teaching. While the study of translanguaging practices in the second/foreign language classroom has been relatively systematic, the influence of translanguaging pedagogies on student engagement…
“The hegemony still persists”
In an era in which English serves as a global lingua franca, language education needs to evolve to reflect its dynamic, diverse, and pluricentric nature. Grounded in Global Englishes paradigm, this qualitative study explored how Chinese and Thai university students responded to Global Englishes-informed pedagogy in order to raise awareness of English linguistic diversity. A total of 14 undergraduate students (seven from each country) participated…
“Fangyan is a necessity of my child’s life”
Rapid industrialization and globalization have intensified the complex dynamics between dominant languages and regional dialects ( fangyans ), giving rise to significant challenges for linguistic diversity and language policy. Situated in the Chinese context, this paper explores the ways in which middle-class parents’ language ideologies and beliefs about Putonghua, fangyans, and English influence their family language planning and decision-makin…
Global Englishes Language Teaching Curriculum Innovation
Given the global spread of English and the recent challenges to English major education, it is essential to explore the potential benefits of implementing Global Englishes in a discipline‐specific context. This qualitative study explored the learning experiences of eight female English major graduates who previously attended Global Englishes Language Teaching (GELT)‐informed courses at a Chinese university. Data were collected from semi‐structure…
Sacred landscapes at home
This study reconceptualises diasporic Muslim homescapes as sites of heritage literacy, where liturgical language sacralisation collides with vernacular communicative demands shaped by, and negotiated through, diasporic resistance. Drawing from on-site observations, interviews and linguistic landscape analysis, this study explores the homescapes as semiosis of a Pakistani family resided in urban South China. Through lens from semiotic ideology and…
‘Walking out from the flat’
Globalisation and internationalisation have significantly shaped the global status of English as a lingua franca (ELF). Recently, it has been argued that ELF should be understood from a multilingual perspective in English-medium instruction (EMI) education. Although EMI policy and practice have been examined and discussed in scholarship, an examination of ELF in relation to EMI is essential for bridging the gap between the policy and practice lev…
A polylog
In this polylog to the special issue on The rise of Chinese language education policies in the oil-rich Arabian Gulf: New players, discourses and linguistic markets, three researchers with different personal and professional connections to the three languages 'at play' in the region – English, Chinese, and Arabic – offer their assessments of both the current and future status of Chinese in the region. Using language and political economy as their…
Unpacking teachers’ beliefs about translanguaging in language learning
Developing Chinese English language teachers’ research literacy
English medium instruction, identity construction and negotiation of Teochew-speaking learners of English
The promotion of standard languages as mediums of instruction as well as the worldwide spread and popularity of English have generated various issues related to attitudes towards and ideologies underpinning different languages, language practices, and language teaching and learning in different contexts. With the promotion of the English-as-a-Medium-of-Instruction (EMI) policy in Chinese higher education, it is worthwhile to investigate how multi…
Introduction
In recent years, the field of multilingual education has begun to focus on the differences, dynamics, and complexities of multilingual learning among different groups. Relevant research has contributed to a deeper understanding of the mechanism underlying language learning and development in the applied linguistics community. Resonating with the trends, this special issue features seven articles, focusing on the learning and development of multil…
Developing pre-service teachers’ critical awareness and strategic use of multilingual and multimodal repertoires in materials design
Decolonizing English‐Medium Instruction in the Global South
Many societies in the Global South have adopted English‐medium instruction (EMI) policies, but often ignoring—whether by design or involuntarily—the damages caused by the colonial legacy inherent in EMI. This neglect of the repercussions has also been inadequately addressed in the current EMI scholarship. Additionally, overlooking the coloniality and lasting effects of this neglect within the EMI scholarship could inadvertently perpetuate colonia…
Language, Social Media and Ideologies
Language is used in various means for interpersonal and intercultural communication, verbally and non-verbally. In real-life communication, people adopt not only linguistic but also multimodal and semiotic elements for meaning-making purposes. Sender Dovchin’s book Language, Social Media and Ideologies: Translingual Englishes, Facebook and Authenticities is both timely and thought-provoking. She has extended the notion of ‘authenticity’ in terms …
Learners’ speaking self-efficacy, self-efficacy sources and their relations in the traditional and flipped instructional modes
The flipped instructional approach is gaining prominence in English as a foreign language (EFL) teaching. However, there is limited empirical evidence regarding its impact on students’ self-efficacy sources. This study aimed to investigate how EFL learners’ speaking self-efficacy sources – enactive mastery experience (EME), vicarious experience (VE), verbal persuasion (VP) and physiological and affective states (PAS) – change and function under t…
Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong Tesol classrooms
Although the potential of translanguaging within ESL/EFL classroom contexts to promote students’ linguistic learning has been well-documented, most studies have focused on ESL/EFL teachers (whose L1 is not English) and their students’ ideologies and experiences, with little attention paid to the experiences and perspectives of native English teachers (NETs) working in the Global South and postcolonial areas. This study examined 11 native English …
Reflection and reform of applied linguistics from the Global South
Article Reflection and reform of applied linguistics from the Global South: power and inequality in English users from the Global South was published on August 9, 2022 in the journal Applied Linguistics Review (volume 0, issue 0)
Translanguaging pedagogies in developing morphological awareness
This mixed-methods study explored the development of morphological awareness in learning Chinese as a third language, focusing on how the activation of a learner’s multilingual repertoire can influence morphological awareness. The study was conducted for a period of eight weeks with 62 Japanese students in a Chinese learning program at a university in China. The students are native Japanese speakers with English and Chinese as their second and th…
International Students’ Investment in Learning Cantonese, English, Mandarin, and Portuguese in Multilingual Macao
Intergenerational transmission and multilingual dynamics
202504 bcrc
The local‐international trend of intercultural communication through world Englishes and translanguaging
This study investigates how world Englishes (WE) and translanguaging may be combined to enhance intercultural competence in intercultural communication. First, this paper reviews WE contributions to intercultural communication and explores the potential of translanguaging in facilitating intercultural competence in intercultural communication. Second, semi‐structured interviews were conducted to explore the perceptions and practices of WE, transl…
Using all English is not always meaningful
So maybe I’m a global citizen’
A frequently stated aim of the increasing internationalisation of higher education (HE) is the incorporation of intercultural elements. This has recently been conceptualised through the notion of intercultural citizenship with universities promising to equip graduates with the necessary knowledge and skills to engage in global workplaces and communities. However, the extent to which intercultural citizenship goes beyond promotion and marketing an…
Perceptions, awareness and perceived effects of home culture on intercultural communication
Decolonizing English‐Medium Instruction in the Global South
Many societies in the Global South have adopted English‐medium instruction (EMI) policies, but often ignoring—whether by design or involuntarily—the damages caused by the colonial legacy inherent in EMI. This neglect of the repercussions has also been inadequately addressed in the current EMI scholarship. Additionally, overlooking the coloniality and lasting effects of this neglect within the EMI scholarship could inadvertently perpetuate colonia…
English medium instruction, identity construction and negotiation of Teochew-speaking learners of English
The promotion of standard languages as mediums of instruction as well as the worldwide spread and popularity of English have generated various issues related to attitudes towards and ideologies underpinning different languages, language practices, and language teaching and learning in different contexts. With the promotion of the English-as-a-Medium-of-Instruction (EMI) policy in Chinese higher education, it is worthwhile to investigate how multi…
Are students prepared and supported for English medium instruction in Chinese higher education to promote educational equality
The global spread of EMI is a response to the internationalisation and marketisation of higher education. However, students may not fully benefit from EMI programmes if they are not adequately prepared. The extent to which students have been prepared to succeed in such programmes and acquire English as linguistic capital is an underexplored area. The present study addressed the research gap by investigating the preparation and support that studen…
Chinese students' multilingual identity constructions after studying abroad
Given the recent development of globalization, the focus of research on identity in the field of applied linguistics has shifted to investigating multilingual identity among students studying abroad. Studying abroad can be regarded as an authentic setting of English as a lingua franca (ELF) that has an impact on students' multilingual identity construction because they experience ELF communication with people from different lingua-cultures. Thus,…
Unpacking identity construction and negotiation
The complexity that arises between linguistic use and cultural identity during learners' study abroad experience has been emphasised to understand learner investment and learner agency. Anchored in a social view of learner agency and identity, this study used qualitative research methods to unpack the identity construction and negotiation of Chinese students studying abroad by investigating their agencies, investment, and identity construction an…
English as the medium of instruction and mother-tongue-based translanguaging
I feel a sense of solidarity when speaking Teochew’
The complexity of language contact and intercultural communication has generated various issues in relation to language use and education. As one of the many Chinese dialects (fangyans), the Chaoshan dialect (Teochew) has been affected by the extensive promotion of Putonghua, the key lingua franca across China, and English, the lingua franca for international communication. Therefore, it is worth exploring the current situation and sustainability…
How Is My English
Due to the spread of the English language in various domains and the fact that English is used as a global language, researchers and educators have started to rethink the models and aims of English language teaching in different settings. From the World Englishes (WE) perspective, this study investigated the attitudes of Chinese university students toward the localized variety of "China English," as well as the students' identity construction and…
Intergenerational transmission and multilingual dynamics
202504 bcrc
Intercultural learning and identity development as a form of teacher development through study abroad
The spread of English and its increasing importance in intercultural encounters have challenged essentialist perspectives of culture in English language teaching. In addition to using English as a means of communication, students are expected to develop intercultural awareness, which allows them to analyse and reflect on their intercultural encounters and to participate in social activities. Such a need draws great attention to language teachers'…
Behind the Screen, I Still Care about my Students!”
Foreign language teachers’ management of their emotional expression has a significant impact on their classroom teaching and professional development. As the demand for online education continues to grow, researchers are increasingly paying attention to the emotional situations of teachers in online teaching. However, there has been minimal research on secondary school English as a foreign language (EFL) teachers, particularly during the COVID‐19…
EMI Teachers’ perceptions and practices regarding culture teaching in Chinese higher education
Although the potential of English as a Medium of Instruction (EMI) for intercultural learning and teaching is acknowledged, few studies have explored the teaching of culture in EMI programmes in higher education contexts. Thus, this study examined the perceptions and practices that six EMI teachers from a variety of disciplines have of culture and cultural instruction at a Chinese university. Data were obtained from 24 classroom observations and …
Perceptions, awareness and perceived effects of home culture on intercultural communication
Developing students’ awareness of Global Englishes
Although research on Global Englishes (GE) has demonstrated the potential for a new perspective of ELT, studies of GE in an Asian ELT context are relatively rare. As current mainstream ELT practice in China still largely emphasizes ‘native English’, university courses related to GE are scarce. This paper aims to unpack the influence of a course on English as a World Language in Chinese university students’ awareness of their own English and GE. D…
Ideology and identity debate of English in China
The sociocultural and sociopolitical aspects of English language teaching (ELT) have become fundamental because language does not exist in a vacuum, especially when English is used today as a global language. This needs an understanding of English in relation to ideology and identity debate in different contexts. From the paradigm of global Englishes, this paper first presents the history of English in China and addresses the China English debate…
The construction of language teacher professional identity in the Global Englishes territory
Although teacher professional identity has been much discussed and reported in teacher education and language education, little empirical evidence addresses how language teachers construct their professional identities as legitimate English practitioners as they have witnessed and encountered the increasingly important role of English as a global lingua franca. To fill this void, this article reports on a narrative case study that investigates ho…
So maybe I’m a global citizen’
A frequently stated aim of the increasing internationalisation of higher education (HE) is the incorporation of intercultural elements. This has recently been conceptualised through the notion of intercultural citizenship with universities promising to equip graduates with the necessary knowledge and skills to engage in global workplaces and communities. However, the extent to which intercultural citizenship goes beyond promotion and marketing an…
Using all English is not always meaningful
Toward Critical Intercultural Literacy Enhancement of University Students in China From the Perspective of English as a Lingua Franca
The concept of intercultural communication has become a focus in English language teaching (ELT) against the backdrop of globalization, as English is now used as a lingua franca (ELF) among people with different first languages (L1s). However, the current linguistic landscape of ELF does not reflect well in ELT practices in which native speakerism ideology persists and curriculum design and teaching materials largely remain oriented to native spe…
How Is My English
Due to the spread of the English language in various domains and the fact that English is used as a global language, researchers and educators have started to rethink the models and aims of English language teaching in different settings. From the World Englishes (WE) perspective, this study investigated the attitudes of Chinese university students toward the localized variety of "China English," as well as the students' identity construction and…
Bridging Language Policy and English Language Teaching in the Chinese Context
With the increasing role of English as a global language, teaching and learning of that language have become a focal point of instruction around the world. Against this background, China has followed the global trend of implementing various language-related policies and practice decisions. This conceptual paper first provides a brief historical overview of language policy in the Chinese context. Given the importance of compulsory education and te…
Designing English language materials from the perspective of Global Englishes
Driven by a growing body of research on Global Englishes (GE) in English language education, this article showcases the integration of GE into language materials. The goal of the article is to propose a practical way of designing GE-based language materials from a critical ecological perspective. First, we discuss the recontextualization of GE in designing English language materials. Then, we present a critical ecological framework for designing …
‘I was like, just wow!’
The global spread of English presents a multitude of challenges for teachers who must instruct learners differently to help them use English with a variety of people in multilingual contexts. However, prior research has largely ignored the question of how to support teachers to tackle these challenges. This study attempts to provide teacher professional development for implementing Global Englishes Language Teaching (GELT). An explanatory mixed-m…
EMI Teachers’ perceptions and practices regarding culture teaching in Chinese higher education
Although the potential of English as a Medium of Instruction (EMI) for intercultural learning and teaching is acknowledged, few studies have explored the teaching of culture in EMI programmes in higher education contexts. Thus, this study examined the perceptions and practices that six EMI teachers from a variety of disciplines have of culture and cultural instruction at a Chinese university. Data were obtained from 24 classroom observations and …
Unpacking identity construction and negotiation
The complexity that arises between linguistic use and cultural identity during learners' study abroad experience has been emphasised to understand learner investment and learner agency. Anchored in a social view of learner agency and identity, this study used qualitative research methods to unpack the identity construction and negotiation of Chinese students studying abroad by investigating their agencies, investment, and identity construction an…
Re-envisaging English medium instruction, intercultural citizenship development, and higher education in the context of studying abroad
Although the development of intercultural citizenship among university students has now been included as a key policy in international universities, pedagogical practices for promoting the awareness, understanding, and development of intercultural citizenship while studying abroad have reportedly been inadequate. To address this gap, this qualitative interview study 1) explores the perceptions of Thai and Chinese students enrolled in English-medi…
‘I have survived and become more confident’
Promoting professional development of in-service language teachers is key to maintaining education quality. However, extant studies on test-based continuing professional development (CPD) for teachers do not emphasise primary school contexts in China, leading to difficulties in the professional development of this teacher group. Therefore, this paper reports the influences of CPD, based on the Teaching Knowledge Test (TKT) programme for in-servic…
Young English learners’ attitudes towards China English
With the expanding use of English around the world, it is important to understand various stakeholders’ attitudes towards it from a Global Englishes (GE) perspective. The GE perspective has challenged native speakerism and recognized the multilingual nature of the English language. In particular, a GE perspective leads to the sustainable development of a language from both sociolinguistic and ecolinguistic perspectives. Echoing the diversity and …
Language learning for language minority students in a globalized world
Today, the world is characterized by multilingual practices that have led to dynamic power structures and language choices. Despite the prevalence of multilingualism, language research has focused on language education policy or evaluating specific programs in mainstream schools, thus neglecting the needs of immigrant languages in multilingual contexts Immigrants moving to a new language context may experience an identity crisis and frustration i…
Exploring the complexity of linguistic minority students’ use of and attitudes toward everyday translanguaging practices
This article examines Teochew-speaking learners of English as an example of linguistic minority students’ use of and attitudes toward everyday translanguaging practices. By conducting a series of semi-structured interviews, this qualitative study specifically examines students’ translanguaging process with their mother tongue – Teochew (L1), as well as Putonghua (L2), and other languages/dialects in various contexts, such as family, school, and t…
Behind the Screen, I Still Care about my Students!”
Foreign language teachers’ management of their emotional expression has a significant impact on their classroom teaching and professional development. As the demand for online education continues to grow, researchers are increasingly paying attention to the emotional situations of teachers in online teaching. However, there has been minimal research on secondary school English as a foreign language (EFL) teachers, particularly during the COVID‐19…
Chinese students' multilingual identity constructions after studying abroad
Given the recent development of globalization, the focus of research on identity in the field of applied linguistics has shifted to investigating multilingual identity among students studying abroad. Studying abroad can be regarded as an authentic setting of English as a lingua franca (ELF) that has an impact on students' multilingual identity construction because they experience ELF communication with people from different lingua-cultures. Thus,…
Transnational Language Teacher Identities in Tesol
Language, Social Media and Ideologies
Language is used in various means for interpersonal and intercultural communication, verbally and non-verbally. In real-life communication, people adopt not only linguistic but also multimodal and semiotic elements for meaning-making purposes. Sender Dovchin’s book Language, Social Media and Ideologies: Translingual Englishes, Facebook and Authenticities is both timely and thought-provoking. She has extended the notion of ‘authenticity’ in terms …
Learners’ speaking self-efficacy, self-efficacy sources and their relations in the traditional and flipped instructional modes
The flipped instructional approach is gaining prominence in English as a foreign language (EFL) teaching. However, there is limited empirical evidence regarding its impact on students’ self-efficacy sources. This study aimed to investigate how EFL learners’ speaking self-efficacy sources – enactive mastery experience (EME), vicarious experience (VE), verbal persuasion (VP) and physiological and affective states (PAS) – change and function under t…
Multimodal or multilingual? Native English teachers’ engagement with translanguaging in Hong Kong Tesol classrooms
Although the potential of translanguaging within ESL/EFL classroom contexts to promote students’ linguistic learning has been well-documented, most studies have focused on ESL/EFL teachers (whose L1 is not English) and their students’ ideologies and experiences, with little attention paid to the experiences and perspectives of native English teachers (NETs) working in the Global South and postcolonial areas. This study examined 11 native English …
Reflection and reform of applied linguistics from the Global South
Article Reflection and reform of applied linguistics from the Global South: power and inequality in English users from the Global South was published on August 9, 2022 in the journal Applied Linguistics Review (volume 0, issue 0)
Second Language Learning and Teaching (45 obras) · Sociology (38 obras) · Multilingual Education and Policy (35 obras) · EFL/ESL Teaching and Learning (34 obras) · Psychology (32 obras) · Pedagogy (31 obras) · Linguistics (29 obras) · Political science (20 obras) · Mathematics education (18 obras) · Computer Science (13 obras)