Angel M Y Lin
Dados Biográficos
| ID | 171848 |
|---|---|
| NOME | Angel M Y Lin |
| PRENOMES | Angel M Y |
| SOBRENOME | Lin |
| ASSINATURA | LIN A M Y |
| AFILIAÇÕES | Education University of Hong Kong |
| ORCID | 0000-0002-6204-8021 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 59 |
| TOTAL DE CITAÇÕES | 313 |
| TOTAL COMO AUTOR | 57 |
| TOTAL COMO EDITOR | 3 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1996 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 10 |
Critical Applied Linguistics
This overview examines the theoretical evolution and contemporary reconceptualization of Critical Applied Linguistics (CAL), tracing its development from an initial critique of modernist paradigms to its current status as a comprehensive framework for examining language in relation to power, inequality, and social transformation. Drawing on foundational scholarship and contemporary theoretical developments—including Frankfurt School Critical Theo…
Translanguaging On Country
Intergenerational trauma, rooted in histories of colonization and systemic exclusion, continues to impact the educational and psychological well-being of Indigenous communities, including Aboriginal and Torres Strait Islander peoples of Australia. In response to the enduring impact of intergenerational trauma, this study explores how a trauma-responsive framework can be strengthened through a translanguaging On Country framework that integrates t…
From translanguaging to transknowledging
Article From translanguaging to transknowledging: decolonizing knowledge production in applied linguistics was published on August 22, 2025 in the journal Applied Linguistics Review (volume 0, issue 0)
A social justice research agenda for multilingual assessment in diverse educational contexts
Research and practice in bilingual education have contributed significant insights into teaching and learning from a multilingual stance. Despite these efforts, language and curriculum subject assessment continue to adhere to monolingual practices, not reflecting students’ dynamic language use and potentially reinforcing English dominance and linguistic hierarchies. Transforming education practice requires concomitant change in current monolingua…
Investigating the role of trans-semiotizing in developing a literature review
Developing a literature review (LR) is an essential step in nearly all academic and research work while also one of the most challenging tasks for graduate students and novice researchers. Scholars have proposed using visual tools to facilitate the development of LR. This involves trans-semiotizing – the dynamic process during which students coordinate and integrate languages and visual resources to construct and communicate academic information.…
Integrating GenAI with genre-based pedagogy and the PAA model in a college writing course
While recent advances in Generative Artificial Intelligence (GenAI) have opened new opportunities for integrating GenAI into language and literacy education, there remains a significant gap regarding how GenAI can be effectively integrated with linguistics-based education theories to enhance AI-mediated learning. This study addresses this gap by exploring a systematic integration of GenAI with genre-based pedagogy and the PAA (Plurilingualism, Af…
‘Fractalizing’ the Multimodalities-Entextualization Cycle
The Multimodalities–Entextualization Cycle (MEC) was introduced as a curriculum-planning tool to disrupt monoglossic spaces by enabling translingual, multimodal, and multisensory meaning-making. This paper reconceptualizes the MEC as a dynamic, recursive pattern in human learning and positions it as a generative curriculum genre of embedded cycles, in which smaller MECs nest within larger ones across time and space – much like fractal patterns in…
Multilingual and multimodal digital communication in the post-pandemic era
CLIL in English-Medium Nursing Education
Academic English support is crucial for English as an Additional Language (EAL) nursing students in English-medium nursing education programmes. However, empirical research on content and language integrated learning (CLIL) within this specific context remains limited. This study, informed by recent advancements in translanguaging and trans-semiotising (TL-TS) theory, investigates the patterns of teacher collaboration in nursing CLIL and its impa…
Play–literacy interface in childhood education
Play has been widely examined and viewed as an effective pedagogy to promote children's literacy development. While current research has identified various benefits associated with play, discrepancies still exist regarding what type of play could be more effective, for example, home play or school play. This could further lead to an outcome-oriented, positivist perception of play as a designed intervention that risks neglecting children's agency …
Translingual approach in assessing academic writing for emerging multilingual writers in EMI higher education
Standardized tests bring harmful, negative consequences for first-year multilingual writers. • Academic writing is not a set of independent linguistic competences. • Academic writing involves communities of practice including three agents, such as students, teachers, and tutors. • Our RWS framework proposes a holistic alternative to standardized testing for assessing multilingual academic writing. • We emphasize assessing students’ linguistic rep…
“He drank too much Gatorade”
Emotional (Dis/Un)entanglement in Becoming an Academic in the Neoliberal Era
This paper explores the complex emotions and affective challenges that academics might experience in their journey of becoming within neoliberal higher education contexts transnationally. These are examined in entanglement with intricate social, ideological, political and racial factors across different stages of academic careers. Informed by a theoretical and conceptual framework in relation to affect and agency in plurilingual contexts and thro…
Teacherness in the age of GenAI
Spontaneous teacher collaboration in early primary CLIL classrooms with pupils of special educational needs (SEN)
Positioning gender in time-travel
Time-travel television dramas have recently gained tremendous popularity worldwide. Defying stereotypes of romance TV dramas as women’s genres, time-travel romance TV drama genres seem to have attracted young men and women of different walks of life. Informed by positioning theory and Bakhtin’s heteroglossic dialogism, this study investigates a group of bilingual Mainland Chinese, heterosexual postgraduate students’ consumption of a Chinese time-…
Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education
Upholding a critical, ethical, multilingual stance presents numerous challenges amidst a myriad of institutional, infrastructural, and societal pressures. Despite significant breakthroughs, such as translanguaging theories and pedagogies and the evolution of English as a Lingua Franca (ELF) principles, the journey towards a more inclusive and equitable English language education remains fraught with difficulties. Monolingual English continues to …
Translanguaging
In this article we develop translanguaging as a theoretical perspective in education by drawing together ideas of process and symbolic power. We first outline critiques of translanguaging, most particularly the issue of deconstructivism and concerns about transformative limitations. We then focus on the potential of translanguaging as a conceptual frame for how language mediates learning in the context of social inequity (schools). We primarily d…
Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems
This article drew on the recent dynamic, distributed view of translanguaging and flows and the New Materiality view of meaning making to explore content and language integrated learning (CLIL) activities in an English-Medium-Instruction (EMI) secondary Science classroom. Fine-grained analysis of the multilingual and multimodal classroom interactions between a Cantonese-speaking Science teacher and her Urdu-speaking students exemplified how studen…
Co-journeying with ChatGPT in tertiary education
This paper responds to the prevalent discourse on the 'lack of English proficiency' among EMI teachers in contexts where English is used as an additional language. It explores how AI-powered tools, particularly ChatGPT, enable EMI teachers in Taiwan to leverage their expertise and teach in English with more confidence. This study first describes the training of an EMI PD programme. Then it reports on the challenges and strategies, and the extende…
Researching multilingually to rethink EMI policy and practices
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
Social structures, everyday interactions, and subjectivity—where (and how) does decolonizing begin?—Attending to desires, fears, and pains
When ‘decoloniality’ and ‘decolonizing’ have become words frequently used in conferences and journal publications in our field of Applied Linguistics/Language and Education, as well as on many academics’ lips, we start to worry about how they too can be easily co-opted as buzz words emptied of their critical meaning and actional potential and become appropriated as discourses with symbolic capital to add to one’s portfolio for academic promotion.…
Exploring content and language co-construction in CLIL with semantic waves
In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is thus important for CLIL teachers to unpack and repack both abstract concepts and academic discourse …
Translanguaging and flows
While much scholarly work has contributed to the theorizing of translanguaging, in this article, we sketch an alternative model based on materiality and information theory (Bateson, Gregory. 1951. Information and codification; and Conventions of Communication. In Jurgen Ruesch & Gregory Bateson (eds.), Communication: The social matrix of psychiatry , 168-227. New York: Routledge; Lemke, Jay L. 2015. Feeling and meaning: A unitary bio-semiotic acc…
(Re)conceptualizing “Language” in CLIL
CLIL focuses on the integration of content learning and additional language learning. However, it is increasingly recognized that the re/presentation and communication of discipline-specific content involve not only language, but also other semiotic modes (such as visuals and gestures). This is accelerated by the advancement of digital technologies and multiplicity of communication channels in recent years. This article points out the urgent need…
Non-coercive Rearrangements
In this article, the authors argue that at the center of every English language learning moment lies desire: desire for the language; for the identities that English represents; for capital, power, and images that are associated with English; for what is believed to lie beyond the doors that English unlocks. However, despite its centrality within TESOL practice, the construct of desire has been largely undertheorized by English language educators…
Race and Tesol
The field of teaching English to speakers of other languages (TESOL) brings people from various racialized backgrounds together in teaching, learning, and research. The idea of race, racialization, and racism are inescapable topics that arise in the contact zones created by teaching English worldwide and thus are valid topics to explore in the field. Nonetheless, unlike our peer fields such as anthropology, education, and sociology, the field of …
Conceptualising the potential role of L1 in CLIL
Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia. As a young discipline, CLIL has a good potential of distinguishing itself from monolingual L2 immersion education models by becoming more flexible and balanced about the role of L1 in CLIL lessons. Although recent years have witnessed increasing research on the potential role of L1 in fo…
Translanguaging pedagogy in teaching English for Academic Purposes
Towards Transformation of Knowledge and Subjectivity in Curriculum Inquiry
Chen’s book, Asia as Method (Duke University Press, 2010), and his theorization on topics of de‐imperialization, de‐colonization, de‐cold war, as well as on foregrounding epistemologies and frames of reference situated in the diverse contexts in Asia have contributed to empowering scholars and researchers situated not only in Taiwan, but also in many parts of the world. His critical cultural studies project in linking up scholars both inside and …
Translanguaging as Dynamic Activity Flows in CLIL Classrooms
In this article, the role of translanguaging in facilitating content and language integrated learning (CLIL) is examined in connection with the notion of academic language across the curriculum in multilingual contexts. Ethnographic naturalistic observations and interviews were conducted to analyse translanguaging in the dynamic flow of interactions among South Asian ethnic minoritized students and their science teacher in a CLIL classroom in Hon…
Toward Paradigmatic Change in Tesol Methodologies
Contemporary TESOL methodologies have been characterized by compartmentalization of languages in the classroom. However, recent years have seen the beginning signs of paradigmatic change in TESOL methodologies that indicate a move toward plurilingualism. In this article, the author draws on the case of Hong Kong to illustrate how, in the past four decades, deep‐rooted ideologies of linguistic purism combined with dominant TESOL knowledge claims h…
Doing-English-Lessons in the Reproduction or Transformation of Social Worlds
This article tells a story of four classrooms situated in different socioeconomic backgrounds. Drawing on the theoretical notions of cultural capital, habitus, symbolic violence, and creative, discursive agency as analytic tools, the story focuses on the classroom dilemmas in which students and teachers found themselves as well as the creative, discursive strategies they used to cope with these dilemmas. The implications of their strategies are d…
Translanguaging and flows
While much scholarly work has contributed to the theorizing of translanguaging, in this article, we sketch an alternative model based on materiality and information theory (Bateson, Gregory. 1951. Information and codification; and Conventions of Communication. In Jurgen Ruesch & Gregory Bateson (eds.), Communication: The social matrix of psychiatry , 168-227. New York: Routledge; Lemke, Jay L. 2015. Feeling and meaning: A unitary bio-semiotic acc…
Women Faculty of Color in Tesol
Without community there is no liberation, only the most vulnerable and temporary armistice between an individual and her oppression. But community must not mean a shedding of our differences, nor the pathetic pretense that these differences do not exist. (Lorde, 1984a, p. 112)
From deficit-based teaching to asset-based teaching in higher education in Bana countries
Although people may readily refer to Britain, Canada, Australia, New Zealand, and the U.S. as Anglophone countries, recent demographic and sociolinguistic profiles of these countries indicate that they are actually both Anglophone and multilingual, and in some of their cities, even more multilingual than Anglophone. Recent research also indicates that when plurilingual approaches to teaching and learning were tried out in these settings challenge…
Appropriating English, Expanding Identities, and Re-Visioning the Field
(2002). Appropriating English, Expanding Identities, and Re-Visioning the Field: From TESOL to Teaching English for Glocalized Communication (TEGCOM) Journal of Language, Identity & Education: Vol. 1, No. 4, pp. 295-316
Local interpretation of global management discourses in higher education in Hong Kong
In this paper the colonial history of university education in Hong Kong, and recent changes in the governance of university education driven by global management discourses are discussed. With the systemic penetration of global economic rationalism, Hong Kong university education has gone through structural changes that include funding-linked evaluative policies and practices. Market imperatives and institutionally defined notions of research per…
Text-messaging Cultures of College Girls in Hong Kong
Mobile text messaging, or variously known as SMS (short message service), text \nmessaging, mobile e-mail, or texting, has become a common means of keeping in \nconstant touch, especially among young people in many parts of the world today. The \nresearch literature abounds with studies on the social, cultural, linguistic and \ncommunicative aspects of mobile text messaging in different sociocultural contexts in \nthe world. However, almost all o…
Crossing Boundaries
The gendered nature of modernity in the European Enlightenment tradition has naturalized and institutionalized an essentialist, binary system of masculinity and femininity. A similarly hierarchicalized, binary system of gender role relationships also underlies the Confucianist social order in East Asian cultural traditions. Our recent study of some educated, Chinese, heterosexual men's consumption of Korean TV dramas in the late/post-industrial (…
Translingual practices at a Shanghai university
The present study examines translingual practices among students enrolled in international English-medium instruction (EMI) Master's degree programmes in a top-rated comprehensive university in Shanghai, China. Ethnographic observations across urban/institutional spaces and social media as well as in-depth student interviews converge to reveal that while English has been used as a lingua franca for disciplinary teaching, learning, and navigation …
Voices Without Words
Critical thinking is believed to be an essential skill for 21st century survival and therefore has been widely promoted in education. In Hong Kong, critical thinking is one of nine generic skills to be developed across all subjects, including English. How students do critical thinking in ESL, which is seldom used outside school and yet holds high social value, has, however, been underresearched. This article is concerned with how some low-English…
Co-journeying with ChatGPT in tertiary education
This paper responds to the prevalent discourse on the 'lack of English proficiency' among EMI teachers in contexts where English is used as an additional language. It explores how AI-powered tools, particularly ChatGPT, enable EMI teachers in Taiwan to leverage their expertise and teach in English with more confidence. This study first describes the training of an EMI PD programme. Then it reports on the challenges and strategies, and the extende…
Multilingual and multimodal digital communication in the post-pandemic era
Teacherness in the age of GenAI
Positioning gender in time-travel
Time-travel television dramas have recently gained tremendous popularity worldwide. Defying stereotypes of romance TV dramas as women’s genres, time-travel romance TV drama genres seem to have attracted young men and women of different walks of life. Informed by positioning theory and Bakhtin’s heteroglossic dialogism, this study investigates a group of bilingual Mainland Chinese, heterosexual postgraduate students’ consumption of a Chinese time-…
Researching multilingually to rethink EMI policy and practices
An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content
A Genre-aware Approach to Online Journalism Education
New media has brought along constant evolution to professional journalism practices and news genres. Online/digital/multimedia journalism courses, where both online and multi-platform expertise of journalism is taught, are then a core element of those convergent curriculums. Drawing upon four theoretical traditions, i.e., genre analysis, multimodal discourse analysis, the theories of media logic and communities of practice, the present study prop…
Introduction to the Special Issue on Mobile Societies in Asia-Pacific
Bilingualism or linguistic segregation1? Symbolic domination, resistance and code switching in Hong Kong schools
Engagement" or Immersion? "Chaos" or Lack of Capital? African-American Children in Whole Language Classrooms
The Child-in-the-World-with-Others
Doing-English-Lessons in the Reproduction or Transformation of Social Worlds
This article tells a story of four classrooms situated in different socioeconomic backgrounds. Drawing on the theoretical notions of cultural capital, habitus, symbolic violence, and creative, discursive agency as analytic tools, the story focuses on the classroom dilemmas in which students and teachers found themselves as well as the creative, discursive strategies they used to cope with these dilemmas. The implications of their strategies are d…
Appropriating English, Expanding Identities, and Re-Visioning the Field
(2002). Appropriating English, Expanding Identities, and Re-Visioning the Field: From TESOL to Teaching English for Glocalized Communication (TEGCOM) Journal of Language, Identity & Education: Vol. 1, No. 4, pp. 295-316
Women Faculty of Color in Tesol
Without community there is no liberation, only the most vulnerable and temporary armistice between an individual and her oppression. But community must not mean a shedding of our differences, nor the pathetic pretense that these differences do not exist. (Lorde, 1984a, p. 112)
Coloniality, Postcoloniality, and Tesol. . . Can a spider weave its way out of the web that it is being woven into just as it weaves
(2006). Coloniality, Postcoloniality, and TESOL. . . Can a spider weave its way out of the web that it is being woven into just as it weaves? Critical Inquiry in Language Studies: Vol. 3, No. 2-3, pp. 65-73
Race and Tesol
The field of teaching English to speakers of other languages (TESOL) brings people from various racialized backgrounds together in teaching, learning, and research. The idea of race, racialization, and racism are inescapable topics that arise in the contact zones created by teaching English worldwide and thus are valid topics to explore in the field. Nonetheless, unlike our peer fields such as anthropology, education, and sociology, the field of …
Text-messaging Cultures of College Girls in Hong Kong
Mobile text messaging, or variously known as SMS (short message service), text \nmessaging, mobile e-mail, or texting, has become a common means of keeping in \nconstant touch, especially among young people in many parts of the world today. The \nresearch literature abounds with studies on the social, cultural, linguistic and \ncommunicative aspects of mobile text messaging in different sociocultural contexts in \nthe world. However, almost all o…
Crossing Boundaries
The gendered nature of modernity in the European Enlightenment tradition has naturalized and institutionalized an essentialist, binary system of masculinity and femininity. A similarly hierarchicalized, binary system of gender role relationships also underlies the Confucianist social order in East Asian cultural traditions. Our recent study of some educated, Chinese, heterosexual men's consumption of Korean TV dramas in the late/post-industrial (…
Introduction to the Special Issue on Mobile Societies in Asia-Pacific
Race, Culture, and Identities in Second Language Education
Preface List of Contributors Chapter 1: Race, Culture, and Identities in Second Language Education: Introduction to Research and Practice Ryuko Kubota and Angel Lin Part I: Interrogating Whiteness Introduction Chapter 2: Unpacking White Racial Identity in English Language Teacher Education Tonda Liggett Chapter 3: The Ideal English Speaker: A Juxtaposition of Globalization and Language Policy in South Korea and Racialized Language Attitudes in th…
Local interpretation of global management discourses in higher education in Hong Kong
In this paper the colonial history of university education in Hong Kong, and recent changes in the governance of university education driven by global management discourses are discussed. With the systemic penetration of global economic rationalism, Hong Kong university education has gone through structural changes that include funding-linked evaluative policies and practices. Market imperatives and institutionally defined notions of research per…
Critical Discourse Analysis
Critical discourse analysis (CDA) as a young discipline has a history of only about three decades.
Towards Transformation of Knowledge and Subjectivity in Curriculum Inquiry
Chen’s book, Asia as Method (Duke University Press, 2010), and his theorization on topics of de‐imperialization, de‐colonization, de‐cold war, as well as on foregrounding epistemologies and frames of reference situated in the diverse contexts in Asia have contributed to empowering scholars and researchers situated not only in Taiwan, but also in many parts of the world. His critical cultural studies project in linking up scholars both inside and …
A Genre-aware Approach to Online Journalism Education
New media has brought along constant evolution to professional journalism practices and news genres. Online/digital/multimedia journalism courses, where both online and multi-platform expertise of journalism is taught, are then a core element of those convergent curriculums. Drawing upon four theoretical traditions, i.e., genre analysis, multimodal discourse analysis, the theories of media logic and communities of practice, the present study prop…
Classroom code-switching
In this paper I provide a review of the historical development of different research paradigms and approaches adopted in studies on classroom code-switching. I also discuss the difficulties and problems faced by this field of studies and share some of my own critical reflections on how this field might move forward in the future, speaking from the position of a researcher who has been engaged in this area of studies for close to three decades
Toward Paradigmatic Change in Tesol Methodologies
Contemporary TESOL methodologies have been characterized by compartmentalization of languages in the classroom. However, recent years have seen the beginning signs of paradigmatic change in TESOL methodologies that indicate a move toward plurilingualism. In this article, the author draws on the case of Hong Kong to illustrate how, in the past four decades, deep‐rooted ideologies of linguistic purism combined with dominant TESOL knowledge claims h…
Non-coercive Rearrangements
In this article, the authors argue that at the center of every English language learning moment lies desire: desire for the language; for the identities that English represents; for capital, power, and images that are associated with English; for what is believed to lie beyond the doors that English unlocks. However, despite its centrality within TESOL practice, the construct of desire has been largely undertheorized by English language educators…
‘May I speak Cantonese?’ – Co-constructing a scientific proof in an EFL junior secondary science classroom
In this paper, an excerpt of teacher–student interaction in an EFL junior secondary science classroom in Hong Kong is analysed using the conversation analytic method of sequential analysis. The fine-grained analysis reveals that in the teacher's effort to engage her students in the co-construction of a scientific proof, the students' familiar everyday discourses (e.g. students' examples and experiences as expressed in their familiar language) nee…
Special issue
Learning and using (an) additional language(s) apart from one’s mother tongue seems to be a norm around the world today (Li Wei 2007). And with the global spread of English arising from a host of h
Voices Without Words
Critical thinking is believed to be an essential skill for 21st century survival and therefore has been widely promoted in education. In Hong Kong, critical thinking is one of nine generic skills to be developed across all subjects, including English. How students do critical thinking in ESL, which is seldom used outside school and yet holds high social value, has, however, been underresearched. This article is concerned with how some low-English…
Conceptualising the potential role of L1 in CLIL
Content and language integrated learning (CLIL) is a rapidly growing area of both research and practice in all parts of the world, especially in Europe and Asia. As a young discipline, CLIL has a good potential of distinguishing itself from monolingual L2 immersion education models by becoming more flexible and balanced about the role of L1 in CLIL lessons. Although recent years have witnessed increasing research on the potential role of L1 in fo…
Translanguaging in Bilingual Education
Bilingual and Multilingual Education
Sociology (44 obras) · Second Language Learning and Teaching (35 obras) · Multilingual Education and Policy (34 obras) · Pedagogy (33 obras) · Linguistics (31 obras) · Psychology (26 obras) · Computer Science (23 obras) · EFL/ESL Teaching and Learning (23 obras) · Philosophy (20 obras) · Political science (17 obras)