Zhihui Fang
Dados Biográficos
| ID | 3656119 |
|---|---|
| NOME | Zhihui Fang |
| PRENOMES | Zhihui |
| SOBRENOME | Fang |
| ASSINATURA | FANG Z |
| AFILIAÇÕES | University of Florida |
| ORCID | 0000-0002-1822-4331 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 22 |
| TOTAL DE CITAÇÕES | 5 |
| TOTAL COMO AUTOR | 22 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1994 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
Academic Writing in the Age of AI
Artificial intelligence (AI) is transforming how scholars and students conduct research, write papers, and engage with knowledge. This article offers a concise synthesis of this rapidly evolving field, focusing on AI's roles in writing and research, issues surrounding AI use in writing, AI's impacts on human users, and the affordances and limitations of AI‐assisted writing technologies. It also explores the profound implications of AI for writing…
Making the ‘mathematics register’ accessible to students
The mathematics register, or the disciplinary discourse of mathematics, is demanding for many students because it is simultaneously technical, dense, multisemiotic, and multimodal. Teachers play a crucial role in making it accessible to students through oral explanations. Drawing on systemic functional linguistics, this exploratory study examined the discourse styles of two teachers – one experienced and one novice – who taught an identical onlin…
Genre and Register Features of Sixth-Grade Students’ Factual Writing
Factual writing is a key macrogenre of American K-12 schooling that is also valued in workplace and society. This study examined the genre and register features of two subgenres of factual writing—biography and report—composed by 48 sixth-grade students in a curriculum unit on scientists and science-related careers aimed at developing students’ understanding of the nature of science. These texts were analyzed for a range of schematic, lexical, an…
Zhihui Fang on SFL-Informed Literacy Education
As appliable linguistics, systemic functional linguistics (SFL) has been widely applied in various areas of education – in studies of classroom discourse, in teacher training, curriculum development, etc. Zhihui Fang is a leading scholar who has applied systemic functional linguistics in the development of pedagogical models for secondary literacy education. In this interview, Yanmei Gao, Chengzhu Yin and Hanbing Li ask Zhihui Fang about the appl…
Nominal complexities in school children’s informational writing
Language and meaning making
Unpacking and Operationalizing Disciplinary Literacy
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
Forum
The Common Core State Standards accords great importance to close reading, but offers no specific guidelines for how it can or should be taught. This essay provides a critical review of existing instructional models of close reading and addresses issues related to their implementation in content area classrooms. It shows that current models of close reading offer different ways of engaging students in their interaction with complex texts, with so…
Preparing Content Area Teachers for Disciplinary Literacy Instruction
Disciplinary Literacy
The recent call for a disciplinary perspective on literacy instruction in the content areas has generated considerable interest among literacy educators. This column addresses some of the questions that have been raised about disciplinary literacy. These questions concern the definition and assessment of disciplinary literacy, as well as the timing, teacher capacity, evidence base, and target audience for disciplinary literacy instruction
Disciplinary Literacy in Science
Developing science literacy requires not only firsthand explorations of the material world but also secondhand investigations with text. A potentially powerful kind of text in science is trade books. This column describes four classroom ploys for using science trade books to enhance students' secondhand experiences
Teaching With Challenging Texts in the Disciplines
Challenges and Opportunities for Language Learning in the Context of the CCSS and the NGSS
In this column, Kenji Hakuta and Mario Santos described the challenges and opportunities the Common Core State Standards and the Next Generation Science Standards present for language development in the context of English language arts/literacy, mathematics, and science. They heightened educators' awareness of the critical role language plays in literacy, learning, and assessment, suggesting that a focus on language is especially important for En…
Approaches to Developing Content Area Literacies
This column synthesizes and critiques three dominant approaches to developing content area literacies
Disciplinary Literacies Across Content Areas
As the knowledge that students have to learn becomes more specialized and complex in secondary schools, the language that constructs such knowledge also becomes more technical, dense, abstract, and complex, patterning in ways that enable content experts to engage in specialized social and semiotic practices. In order to effectively engage with the texts of disciplinary learning at the secondary level, adolescents need to develop new literacy skil…
Going Beyond the Fab Five
As students transition from primary to intermediate grades, the kind of materials that they are expected to read and write become more heavily dominated by expository texts. Expository texts contain grammatical patterns that are distinct from those used in primary‐grade storybooks. These linguistic features pose new comprehension challenges for students. This article identifies some of the special linguistic features of expository texts and descr…
The Language Demands of Science Reading in Middle School
The language used to construct knowledge, beliefs, and worldviews in school science is distinct from the social language that students use in their everyday ordinary life. This difference is a major source of reading difficulty for many students, especially struggling readers and English‐language learners. This article identifies some of the linguistic challenges involved in reading middle‐school science texts and suggests several teaching strate…
Preservice Teachers' Interpretations of a Field-Based Reading Block
This study examined 28 preservice teachers' interpretations of a 9-hour, field-based reading block. Qualitative analyses of varied data sources, including surveys, journals, and interviews, revealed that during the block experience the students (a) became more prepared and confident to teach children who experience reading difficulties, (b) developed new conceptions of teaching and learning processes, and (c) gained a more positive attitude towar…
Developing written discourse knowledge in whole language and code emphasis classrooms
Background. Although there have been a plethora of studies comparing the effects of whole language vs. code emphasis instruction on children's literacy development, few have examined what children actually learn about features of written discourse in the two instructional settings. Aim. The purpose of this study was to compare the development of written discourse knowledge among young children in whole language and code emphasis classrooms. Sampl…
Preschoolers' Developing Ownership of the Literate Register
S Registers are particular configurations of linguistic choices that are conventional for particular contexts; changing among registers is equated with “code switching” by Halliday (1978, p. 68). Cohesive and wording options are among aspects that distinguish face‐to‐face oral (i.e., a told tale) from literate (i.e., a written‐for‐others text) registers. While cohesive devices have long been studied and/or manipulated in texts with elementary chi…
A review of research on teacher beliefs and practices
During the past 15 years or so, teacher education research has made significant strides in studying the complex relationships between teacher beliefs and practices. This new line of research has generated important findings that are of practical implications for teacher education. This article reviews this small body of research and, in so doing, elucidates the two competing theses (i.e. ‘consistency’ vs ‘inconsistency') that are recurring in the…
Research Methods in Language Learning
Research Methods in Language Learning helps readers understand and critique research. This book is intended to help readers understand and critique research in language learning. It presents a balanced and objective view of a range of methods - including formal experiments, introspective methods, interaction and transcript analysis, ethnography, and case studies. The book is highly accessible and does not assume specialist or technical knowledge.…
Preservice Teachers' Interpretations of a Field-Based Reading Block
This study examined 28 preservice teachers' interpretations of a 9-hour, field-based reading block. Qualitative analyses of varied data sources, including surveys, journals, and interviews, revealed that during the block experience the students (a) became more prepared and confident to teach children who experience reading difficulties, (b) developed new conceptions of teaching and learning processes, and (c) gained a more positive attitude towar…
Preschoolers' Developing Ownership of the Literate Register
S Registers are particular configurations of linguistic choices that are conventional for particular contexts; changing among registers is equated with “code switching” by Halliday (1978, p. 68). Cohesive and wording options are among aspects that distinguish face‐to‐face oral (i.e., a told tale) from literate (i.e., a written‐for‐others text) registers. While cohesive devices have long been studied and/or manipulated in texts with elementary chi…
Research Methods in Language Learning
Research Methods in Language Learning helps readers understand and critique research. This book is intended to help readers understand and critique research in language learning. It presents a balanced and objective view of a range of methods - including formal experiments, introspective methods, interaction and transcript analysis, ethnography, and case studies. The book is highly accessible and does not assume specialist or technical knowledge.…
A review of research on teacher beliefs and practices
During the past 15 years or so, teacher education research has made significant strides in studying the complex relationships between teacher beliefs and practices. This new line of research has generated important findings that are of practical implications for teacher education. This article reviews this small body of research and, in so doing, elucidates the two competing theses (i.e. ‘consistency’ vs ‘inconsistency') that are recurring in the…
Preschoolers' Developing Ownership of the Literate Register
S Registers are particular configurations of linguistic choices that are conventional for particular contexts; changing among registers is equated with “code switching” by Halliday (1978, p. 68). Cohesive and wording options are among aspects that distinguish face‐to‐face oral (i.e., a told tale) from literate (i.e., a written‐for‐others text) registers. While cohesive devices have long been studied and/or manipulated in texts with elementary chi…
Developing written discourse knowledge in whole language and code emphasis classrooms
Background. Although there have been a plethora of studies comparing the effects of whole language vs. code emphasis instruction on children's literacy development, few have examined what children actually learn about features of written discourse in the two instructional settings. Aim. The purpose of this study was to compare the development of written discourse knowledge among young children in whole language and code emphasis classrooms. Sampl…
Preservice Teachers' Interpretations of a Field-Based Reading Block
This study examined 28 preservice teachers' interpretations of a 9-hour, field-based reading block. Qualitative analyses of varied data sources, including surveys, journals, and interviews, revealed that during the block experience the students (a) became more prepared and confident to teach children who experience reading difficulties, (b) developed new conceptions of teaching and learning processes, and (c) gained a more positive attitude towar…
The Language Demands of Science Reading in Middle School
The language used to construct knowledge, beliefs, and worldviews in school science is distinct from the social language that students use in their everyday ordinary life. This difference is a major source of reading difficulty for many students, especially struggling readers and English‐language learners. This article identifies some of the linguistic challenges involved in reading middle‐school science texts and suggests several teaching strate…
Going Beyond the Fab Five
As students transition from primary to intermediate grades, the kind of materials that they are expected to read and write become more heavily dominated by expository texts. Expository texts contain grammatical patterns that are distinct from those used in primary‐grade storybooks. These linguistic features pose new comprehension challenges for students. This article identifies some of the special linguistic features of expository texts and descr…
Disciplinary Literacies Across Content Areas
As the knowledge that students have to learn becomes more specialized and complex in secondary schools, the language that constructs such knowledge also becomes more technical, dense, abstract, and complex, patterning in ways that enable content experts to engage in specialized social and semiotic practices. In order to effectively engage with the texts of disciplinary learning at the secondary level, adolescents need to develop new literacy skil…
Approaches to Developing Content Area Literacies
This column synthesizes and critiques three dominant approaches to developing content area literacies
Disciplinary Literacy
The recent call for a disciplinary perspective on literacy instruction in the content areas has generated considerable interest among literacy educators. This column addresses some of the questions that have been raised about disciplinary literacy. These questions concern the definition and assessment of disciplinary literacy, as well as the timing, teacher capacity, evidence base, and target audience for disciplinary literacy instruction
Disciplinary Literacy in Science
Developing science literacy requires not only firsthand explorations of the material world but also secondhand investigations with text. A potentially powerful kind of text in science is trade books. This column describes four classroom ploys for using science trade books to enhance students' secondhand experiences
Teaching With Challenging Texts in the Disciplines
Challenges and Opportunities for Language Learning in the Context of the CCSS and the NGSS
In this column, Kenji Hakuta and Mario Santos described the challenges and opportunities the Common Core State Standards and the Next Generation Science Standards present for language development in the context of English language arts/literacy, mathematics, and science. They heightened educators' awareness of the critical role language plays in literacy, learning, and assessment, suggesting that a focus on language is especially important for En…
Preparing Content Area Teachers for Disciplinary Literacy Instruction
Forum
The Common Core State Standards accords great importance to close reading, but offers no specific guidelines for how it can or should be taught. This essay provides a critical review of existing instructional models of close reading and addresses issues related to their implementation in content area classrooms. It shows that current models of close reading offer different ways of engaging students in their interaction with complex texts, with so…
Language and meaning making
Unpacking and Operationalizing Disciplinary Literacy
This forum reviews a mix of resources to inform pedagogy and related educational practices that foreground representations of youth and their literacy practices within and outside of school
Zhihui Fang on SFL-Informed Literacy Education
As appliable linguistics, systemic functional linguistics (SFL) has been widely applied in various areas of education – in studies of classroom discourse, in teacher training, curriculum development, etc. Zhihui Fang is a leading scholar who has applied systemic functional linguistics in the development of pedagogical models for secondary literacy education. In this interview, Yanmei Gao, Chengzhu Yin and Hanbing Li ask Zhihui Fang about the appl…
Nominal complexities in school children’s informational writing
Genre and Register Features of Sixth-Grade Students’ Factual Writing
Factual writing is a key macrogenre of American K-12 schooling that is also valued in workplace and society. This study examined the genre and register features of two subgenres of factual writing—biography and report—composed by 48 sixth-grade students in a curriculum unit on scientists and science-related careers aimed at developing students’ understanding of the nature of science. These texts were analyzed for a range of schematic, lexical, an…
Academic Writing in the Age of AI
Artificial intelligence (AI) is transforming how scholars and students conduct research, write papers, and engage with knowledge. This article offers a concise synthesis of this rapidly evolving field, focusing on AI's roles in writing and research, issues surrounding AI use in writing, AI's impacts on human users, and the affordances and limitations of AI‐assisted writing technologies. It also explores the profound implications of AI for writing…
Making the ‘mathematics register’ accessible to students
The mathematics register, or the disciplinary discourse of mathematics, is demanding for many students because it is simultaneously technical, dense, multisemiotic, and multimodal. Teachers play a crucial role in making it accessible to students through oral explanations. Drawing on systemic functional linguistics, this exploratory study examined the discourse styles of two teachers – one experienced and one novice – who taught an identical onlin…
Psychology (20 obras) · Mathematics education (19 obras) · Pedagogy (17 obras) · Linguistics (14 obras) · Sociology (13 obras) · Literacy (11 obras) · Computer Science (9 obras) · Reading and Literacy Development (7 obras) · Writing and Handwriting Education (7 obras) · Educator Training and Historical Pedagogy (6 obras)