Journal Articles

  1. Lin, A. M. Y. (2020). From deficit-based teaching to asset-based teaching in higher education in BANA Countries: Cutting through ‘either-or’ binaries with a heteroglossic plurilingual lens. In S. Preece, & S. Marshall (Eds.), Special Issue: Plurilingual approaches to teaching and learning in Anglophone higher educational settings. Language, Culture and Curriculum. Published online on February 4, 2020. https://doi.org/10.1080/07908318.2020.1723927
  1. Song, Y., & Lin, A. M. Y. (2020). Translingual practices in a Shanghai University. World Englishes, 1-14. DOI: 10.1111/weng.12458 (my contribution: 20%).
  2. Li, W., & Lin, A. M. Y. (2019). Translanguaging classroom discourse: pushing limits, breaking boundaries. Classroom Discourse, 10(3-4): 209-215. 2019, doi: 10.1080/19463014.2019.1635032 (My contribution: 40%)
  1. Wu, Y., & Lin, A. M. Y. (2019). Translanguaging and trans-semiotizing in a CLIL biology class in Hong Kong: Whole-body sense-making in the flows of knowledge co-making. Classroom Discourse, 10(3-4): 252-273. doi:10.1080/19463014.2019.1629322 (My contribution: 20%)
  1. Lo, Y. Y., & Lin, A. M. Y. (2019). Teaching, learning and scaffolding in CLIL science classrooms. Journal of Immersion and Content-Based Language Education, 7(2): 151-165. (My contribution: 40%)
  1. He, P., & Lin, A. M. Y. (2019). Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”. Journal of Immersion and Content-Based Language Education, 7(2): 262-288. (My contribution: 40%)
  1. Lin, A. M. Y. (2019). Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22:1, 5-16, DOI: 10.1080/13670050.2018.1515175
  1. Lo, Y. Y., & Lin, A. M. Y. (2019). Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms, International Journal of Bilingual Education and Bilingualism, 22:1, 78-90, DOI: 10.1080/13670050.2018.1509940 (my contribution: 30%)
  1. Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL Classrooms. Journal of Language, Identity and Education, 16(4), 228-244. DOI:10.1080/15348458.2017.1328283 (My contribution: 60%)
  1. Lin, A. M. Y., & Lo, Y. Y. (2017). Trans/languaging and the triadic dialogue in Content and Language Integrated Learning (CLIL) Classrooms. Language and Education, 31(1): 26-45. (My contribution: 50%)
  1. Lin, A. M. Y. (2015). Conceptualizing the potential role of L1 in content and language integrated learning (CLIL). Language, Culture and Curriculum, 28(1), 74-89. DOI: 10.1080/07908318.2014.1000926  (SSCI Journal)
  1. Lin, A. M. Y., & Wu, Y. (2015). ‘May I speak Cantonese?’- Co-constructing a scientific proof in an EFL junior secondary science classroom.  International Journal of Bilingual Education and Bilingualism, 18(3), 289-305. Doi: http://www.tandfonline.com/doi/full/10.1080/13670050.2014.988113  (SSCI Journal) (My contribution: 70%)
  1. Luk, J., & Lin, A. (2015). Voices without words: Doing critical literate talk in English as a second language. TESOL Quarterly, 49(1), 67-91. Doi: 10.1002/tesq.161 (SSCI journal) (My contribution: 30%)
  1. Lin, A. M. Y. (2014). Critical discourse analysis in applied linguistics: A methodological review.  Annual Review of Applied Linguistics, 34, 213-232. Doi: 10.1017/S0267190514000087 (Published by Cambridge University Press; an official journal of the American Association for Applied Linguistics)
  1. Lo, Y. Y., & Lin, A. M. Y. (2014). Designing assessment tasks with language awareness: Balancing cognitive and linguistic demands. Assessment and Learning, 3, 97-119. (My contribution: 40%)
  1. Motha, S., & Lin, A. M. Y. (2014). “Non-coercive rearrangements”: Theorizing desire in TESOL. TESOL Quarterly, 48(2), 331-359. (SSCI journal). (my contribution: 30%)
  1. Lin, A. M. Y. (2013) Towards paradigmatic change in TESOL methodologies: Building plurilingual pedagogies from the ground up.  TESOL Quarterly, 47, 3, pp. 521-545. (SSCI Journal)
  1. He, P., & Lin, A. M. Y. (2013). Tensions in school–university partnership and EFL pre-service teacher identity formation: a case in mainland China. The Language Learning Journal, 41:2, 205-218.

DOI: http://dx.doi.org/10.1080/09571736.2013.790134

(The official journal of the Association for Language Learning. Published by Routledge. ISSN

0957-1736 (Print), 1753-2167 (Online) (my contribution: 10%)

  1. Lin, A. M. Y. (2013). Classroom code-switching: Three decades of research. Applied Linguistics Review, 4(1), 195-218. DOI 10.1515/applirev-2013-0009
  1. Song, Y., & Lin, A. (2012). A genre-aware approach to on-line journalism education. Procedia – Social and Behavioral Sciences 51: 400-404. doi: 10.1016/j.sbspro.2012.08.179 (my contribution: 10%)
  1. Lin, A. M. Y. (2012). Towards transformation of knowledge and subjectivity in curriculum inquiry: Insights from Chen Kuan-Hsing’s “Asia as method”. Curriculum Inquiry, 42 (1), 153-178. (SSCI Journal)
  1. Lin, A. M. Y., & Tong, A. (2009). Constructing cultural self and other in the Internet discussion of a Korean historical drama: A discourse analysis of weblog messages of Hong Kong viewers of Dae Jang Geum. Journal of Asian Pacific Communication, 19 (2), 289-312. (my contribution: 60%)
  1. Lin, A. M. Y. (2009). Local interpretation of global management discourses in higher education in Hong Kong: potential impact on academic culture. Inter-Asia Cultural Studies, 10 (2), 260-274. (SSCI Journal).
  1. Lin, A. M. Y., & Tong, A. (2008). Mobile cultures of migrant workers in Southern China: Informal literacies in the negotiation of (new) social relations of the new working women. Knowledge, Technology & Policy, 21(2), 73-81.
  1. Fortunati, L., Lee, F., & Lin, A. (2008). Introduction to the special issue on mobile societies in Asia-Pacific. The Information Society, 24 (3), 135-139 (SSCI Journal).
  1. Lin, A. M. Y., & Tong, A. (2007). Crossing boundaries: Male consumption of Korean TV dramas and negotiation of gender relations in modern day Hong Kong. Journal of Gender Studies, 16 (3), 217-232(SSCI Journal). (my contribution: 60%)
  1. Lin, A. M. Y. (2007). Independent hip hop artists in Hong Kong: Youth sub-cultural resistance and alternative modes of cultural production. Journal of Communication Arts, 25 (4), 47-62.
  1. Lin, A. M. Y. (2007). What’s the use of ‘triadic dialogue’? Activity theory, conversation analysis and analysis of pedagogical practices.  Pedagogies, 2 (2), 77-94.
  1. Lin, A. M. Y., & Tong, A. (2007). Text-messaging cultures of college girls in Hong Kong: SMS as resources for achieving intimacy and gift-exchange with multiple functions. Continuum: Journal of Media and Cultural Studies, 21 (2), 303-315. (my contribution: 60%)
  1. Lin, A. M. Y. (2007). China’s texting revolution. American Sexuality, 10 August 2007. http://nsrc.sfsu.edu/MagArticle.cfm?Article=770
  1. Lee, F. L. F., & Lin, A. M. Y. (2006). Newspaper editorial discourse and the politics of self-censorship in Hong Kong. Discourse and Society, 17(3), 331-358. (SSCI journal) (my contribution: 30%)
  1. Lin, A. M. Y. (2006). Beyond linguistic purism in language-in-education policy and practice: Exploring bilingual pedagogies in a Hong Kong science classroom. Language and Education, 20(4), 287-305.
  1. Kubota, R., & Lin, A. M. Y. (2006). Race and TESOL: Introduction to concepts and theories. TESOL Quarterly, 40 (3): 471-493. (SSCI journal)
  1. Lin, A. M. Y., & Luke, A. (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, 3 (2&3), 65-73.
  1. Lin, A. M. Y. (2006). Contexts of English-in-education policy and practice in postcolonial Hong Kong.  Asian Journal of English Language Teaching, 16, 25-44.
  1. Cheung, H., & Lin, A. M. Y. (2005). Differentiating between automatic and strategic control processes: Toward a model of cognitive mobilization in bilingual reading. Psychologia, 48, 39-53. (SSCI journal)
  1. Lin, A. M. Y. (2005). New youth digital literacies and mobile connectivity: Text messaging among Hong Kong college students. Fibreculture, Issue 6. http://journal.fibreculture.org/issue6/index.html
  1. Lin, A. M. Y., & Kwan, B. S. C. (2005). The dilemmas of modern working women in Hong Kong: Women’s use of Korean TV dramas. Asian Communication Research, 2 (2), 23-42.
  1. Lin, A. M. Y. et al. (2004). Women faculty of color in TESOL: Theorizing our lived experiences. TESOL Quarterly, 38(3), 487-504. (SSCI Journal)
  1. Lin, A. M. Y., Wang, W., Akamatsu, A., & Riazi, M. (2002). Appropriating English, expanding identities, and re-visioning the field: From TESOL to Teaching English for Glocalized Communication (TEGCOM). Journal of Language, Identity and Education, 1(4), 295-316. (my contribution: 50%)
  1. Lin, A. M. Y., & Luk, J. (2002). Beyond progressive liberalism and cultural relativism: Towards critical postmodernist and sociohistorically situated perspectives in ethnographic classroom studies. Canadian Modern Language Review, 59(1), 97-124. (SSCI Journal)
  1. Lin, Angel M. Y. (2002) Modernity and the self: Explorations of the (Non-) Self-determining subject in South Korean TV dramas . M/C: A Journal of Media and Culture, 5(5). < http://journal.media-culture.org.au/0210/Lin.php>
  1. Lin, A. M. Y. (2000). Resistance and creativity in English reading lessons in Hong Kong. Language, Culture and Curriculum, 12(3), 285-296.  (SSCI Journal)
  1. Lin, A. M. Y. (2000). The personal is political: What Natasha Lvovich and Karen Ogulnick’s personal stories tell us about identity, language learning, and sociocultural positioning. Linguistics and Education, 11(2), 169-173.
  1. Lin, A. M. Y. (2000). Lively children trapped in an island of disadvantage: Verbal play of Cantonese working class schoolboys in Hong Kong. The International Journal of the Sociology of Language, 143, 63-83. (SSCI Journal)
  1. Lin, A. M. Y. (1999). Doing-English-lessons in the reproduction or transformation of social worlds?  TESOL Quarterly, 33(3), 393-412. (SSCI Journal)
  1. Lin, A. M. Y. (1998). Understanding the issue of medium of instruction in Hong Kong schools: what research approaches do we need? Asia Pacific Journal of Language in Education, 1(1), 85-98.
  1. Lin, A. M. Y. (1997). Analysing the “language problem” discourses in Hong Kong: How official, academic and media discourses construct and perpetuate dominant models of language, learning and education. Journal of Pragmatics, 28, 427-440. (SSCI Journal)
  1. Lin, A. M. Y. (1997). Hong Kong children’s rights to a culturally compatible English education. Hong Kong Journal of Applied Linguistics, 2(2), 23-48.
  1. Lin, A. M. Y. (1997). The-child-in-the-world-with-others: Re-visioning Lensmire’s critical re-visions of the writing workshop.  Curriculum Inquiry, 27(4), 501-507. (SSCI Journal)
  1. Lin, A. M. Y. (1996). Bilingualism or linguistic segregation?  Symbolic domination, resistance and code-switching in Hong Kong schools. Linguistics and Education, 8(1), 49-84.