Prof GU, Ming Yue Michelle    谷明月 教授
Professor
Department of English Language Education
Dean
Graduate School
Contact
ORCiD
0000-0002-6547-2178
Phone
(852) 2948 7262
Email
mygu@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
56238716900
Research Interests


Teaching Interests

Research Methodology

Sociolinguistics

Personal Profile

Research interests

  • Language and Identity
  • Digital literacy/literacies
  • Multilingualism and mobility
  • EMI in Higher Education
  • (Digital) citizenship and identity studies
  • Family language policy

RGC-funded GRF projects as Principal Investigator (PI)

  1. The impact of online social networking (OSN) practices on adolescents' online identity and self-concept clarity (SCC): Patterns and mechanisms (2025-2027) HK$739,483
  2. Youth digital literacy practices, online social networking and well-being: antecedents, patterns and interplay (2024-2026) HK$820,226
  3. Investigating Adolescents’ Digital Citizenship through Social Media: (Trans)Formation, Digital Literacy Practices and Influential Factors (2023-2025) HK$1,095,862
  4. The interplay of language-in-education policy, language ideology and linguistic practices within discourse of internationalization in higher education – a comparative study (2018-2020) HK$ 623,992
  5. Second Language(s) Learning Motivation and Identity Construction of Ethnic Minority Students in Hong Kong (2014-2016) HK$368,500

PICO-Funded Public Policy Research (PPR) Funding Scheme (Special Round) as Principal Investigator (PI)

  • A Foucauldian Perspective on Citizenship and Identity (Re) Construction among University Students in Social Movements in Hong Kong (2020) HKD$458,735

Standing Committee on Language Education and Research (SCOLAR) project as Principal Investigator (PI)

  1. Family Language Policy among Underprivileged Families in Hong Kong in the digitalized Era: Antecedents, Processes and Effects on English Language Learning. (2024-2026) HK$1,348,698
  2. The Effects of Family Socialisation on Second-Generation South Asian Adolescents in Hong Kong: Academic Identity Construction and Second Language Learning (2018-2020) HK$1,022,254

World University Network (WUN) Funded projects as Co-Investigator (Co-I)

  • World Universities Network (WUN) Project Funding: Multilingualism & Mobility in the Northern & Southern Hemispheres (2015-2016) (PI: Prof Kristine Horner): working with researchers from the following universities: University of Sheffield, University of Cape Town, University of Auckland, University of Southampton, University of Alberta, University of Sydney, University of Leeds, University of Wisconsin-Madison, and University of Luxembourg
  • World Universities Network (WUN) Project Funding: Negotiating Multilingual Identities in Migrant Professional Contexts (2012-2013) (PI: Prof Suresh Canagarajah), working with researchers from the following universities: Penn State University, Bristol University, University of Cape Town, Leeds University, University of Rochester, University of Sydney, University of Wisconsin at Madison, York University

Recognition and Awards

  • Listed as the world’s top 2% scientists by Stanford University (2022)
  • President's Award for Research Excellence, The Education University of Hong Kong (2022)
  • Research Excellence Award, The Chinese University of Hong Kong (2017)
  • Young Researcher Award, The Chinese University of Hong Kong (2015)

Editorship

  • Co-editor of the Book Series of Critical Perspectives on Language, Mobility and International Education, Bloomsbury Publishing
  • On Editorial Board of Multilingual Education book series, Springer
  • Co-Editor of Critical Inquiry in Language Studies (2020-2023)
  • On editorial board of Ethnicities
  • On editorial board of Research Methods in Applied Linguistics
  • On editorial board of TESOL Quarterly
Research Interests



Teaching Interests

Research Methodology

Sociolinguistics

Research Outputs

Scholarly Books, Monographs and Chapters
Research book or monograph (author)
Gu, M. (2009). The Discursive Construction of Second Language Learners’ Motivation: A Multi-level Perspective. New York, Bern Berlin, Brusse: Peter Lang Publishing Group.
Chapter in an edited book (author)
Gu, M.Y.M., & Tong, H.K. (2021). Multilingualism and Identity in Hong Kong Education after 1997 (doi: https://doi.org/10.1093/acrefore/9780190264093.013.1538). In G.W. Noblit (Ed.), Oxford Research Encyclopedias: Education, retrieved from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-1538 (pp. 1-20). online: Oxford University Press.
Gu, M. M. (2018). Family acculturation, parent style, and ethnic minority students' identity construction in Hong Kong. Yan GUO, Home-school relations: International perspectives (155-174). Singapore: Springer. https://doi.org/10.1007/978-981-13-0324-1_9
Gu, M., & Guo, X. (2017). Being Uyghur or being Muslim?: Identity construction of tertiary-level Uyghur students in China. Máirtín MAC AN GHAILL, Chris HAYWOOD, Muslim students, education and neoliberalism: Schooling a 'suspect community' (179-198). London: Palgrave Macmillan. https://doi.org/10.1057/978-1-137-56921-9_12
Gu, M. (2016). Identity re-construction in a new habitus: An investigation of the language-related educational experiences of immigrant Mainland Chinese students in a multilingual university in Hong Kong. Chi-hung Clarence NG, Robert FOX, Michiko NAKANO, Reforming learning and teaching in Asia-Pacific universities: Influences of globalised processes in Japan, Hong Kong and Australia (77-94). New York City: Springer. https://doi.org/10.1007/978-981-10-0431-5_4
Gu, M.M., & Qu, X. (2016). The Discursive Construction of University English Language Learners in China. In M.T. Apple, D. Da Silva, T. Fellner (Eds.), L2 selves and motivations in Asian contexts (pp. 134-150). Bristol, UK: Multilingual Matters. https://doi.org/10.21832/9781783096756-009
Gu, M.M. (2013). Language practices and transformation of language ideologies: Mainland Chinese students in a multilingual university in Hong Kong. In H. Haberland, D. Lønsmann, & B. Preisler (Eds.), Language alternation, language choice and language encounter in international tertiary education (pp. 223-235). Dordrecht: Springer. https://doi.org/10.1007/978-94-007-6476-7_11

Journal Publications
Publication in refereed journal
Yu, L., Gu, M.M., & Chan, K.L. (2023). Hong Kong adolescents’ participation in political activities: Correlates of violent political participation. Applied Research in Quality of Life, 18, 1365-1405. https://doi.org/10.1007/s11482-023-10143-6
Jin, T., Jiang, Y., Gu, M. M., & Chen, J. (2022). “Their encouragement makes me feel more confident”: Exploring peer effects on learner engagement in collaborative reading of academic texts. Journal of English for Academic Purposes, 60 https://doi.org/10.1016/j.jeap.2022.101177
Gu, M.M., Jiang, L., & Ou, W.A. (2022). Exploring the professional teacher identity as ethical self-formation of two multilingual native English teachers. Language Teaching Research, Online publication, online. https://doi.org/10.1177/13621688221117061
Gu, M. M., & Yu, L. (2022). An investigation of citizenship construction among students in higher education: a Foucauldian perspective. Higher Education, 84(1), 51-65. https://doi.org/10.1007/s10734-021-00754-z
Gu, M.M., Han, Y., & Tang, L, (2022). Family Language Policy in a Multilingual Mongolian Family in China: A Cross-generation Exploration. Journal of Multilingual and Multicultural Development, Online Publication, online. https://doi.org/10.1080/01434632.2022.2099876
Jiang, L., Gu, M. M., & Fang, F. (2022). Multimodal or multilingual? Native English teachers' engagement with translanguaging in Hong Kong TESOL classrooms. Applied Linguistics Review https://doi.org/10.1515/applirev-2022-0062
Gu, M. M., & Huang, C. F. (2022). Transforming habitus and recalibrating capital: University students’ experiences in online learning and communication during the COVID-19 pandemic. Linguistics and Education, 69 https://doi.org/10.1016/j.linged.2022.101057
Gu, M. M., Lee, C. K. J., & Jin, T. (2022). A translanguaging and trans-semiotizing perspective on subject teachers' linguistic and pedagogical practices in EMI programme. Applied Linguistics Review https://doi.org/10.1515/applirev-2022-0036
Gu, M.M., Lee, J.C.K., & Jin, T. (2022). A Translanguaging and Trans-semiotizing Perspective on Subject Teachers’ Linguistic and Pedagogical Practices in EMI Programme. Applied Linguistics Review, Online Publication, online.
Gu, M. M., Guo, X., & Lin, Y. (2022). Negotiating scale and mobility: Transnational Koreans In shanghai. International Journal of Multilingualism https://doi.org/10.1080/14790718.2021.2002334
Gu, M.M., Guo, X., & Lin, Y. (2022). Negotiating Scale and Mobility: Transnational Koreans In Shanghai. International Journal of Multilingualism, Online publication, online. https://doi.org/10.1080/14790718.2021.2002334
Jiang, L.G., & Gu, M.M. (2022). Toward a Professional Development Model for Critical Digital Literacies in TESOL. TESOL Quarterly, 56(3), 1029-1040. https://doi.org/10.1002/tesq.3138
Jiang, L., & Gu, M. M. (2022). Understanding youths’ civic participation online: A digital multimodal composing perspective. Learning, Media and Technology https://doi.org/10.1080/17439884.2022.2044849
Jiang, L.G., & Gu, M.M. (2022). Understanding Youths’ Civic Participation Online: A Digital Multimodal Composing Perspective. Learning, Media and Technology, Online publication, online. https://doi.org/10.1080/17439884.2022.2044849
Ou, A.W., Hult, F.M., & Gu, M.M. (2022). Language Policy and Planning for English-medium Instruction in Higher Education. Journal of English-Medium Instruction, 1(1), 7-28. https://doi.org/10.1075/jemi.21021.ou
Guo, K., Gu, M. M., & Jin, T. (2021). Evaluating sources of evidence for argumentative writing: A collaborative learning design. TESOL Quarterly, 55(3), 1060-1070. https://doi.org/10.1002/tesq.3025
Chang, W., Gu, M.M., & Jiang, L. (2021). Exploring Family Language Policymaking of Internal Migrant Families in Contemporary China: Negotiating Habitus, Capital and the Social Field. Current Issues in Language Planning, 23(3), 296-318. https://doi.org/10.1080/14664208.2021.2013062
Guo, K., Gu, M.M., & Jin, T. (2021). Evaluating Sources of Evidence for Argumentative Writing: A Collaborative Learning Design. TESOL Quarterly, 55(3), 1060-1070. https://doi.org/10.1002/tesq.3025
Ou, W., & Gu, M. Y. M. (2021). Competence Beyond Language: Translanguaging and Spatial Repertoire in Teacher-student Interaction in a Music Classroom in an International Chinese University (doi: https://doi.org/10.1080/13670050.2021.1949261). International Journal of Bilingual Education and Bilingualism, Retrieved from https://www.tandfonline.com/doi/full/10.1080/13670050.2021.1949261, Online publication, 1-18.
Ou, W., Gu, M. Y. M., & Hult, F. M. (2021). Discursive ripple effects in language policy and practice: Multilingualism and English as an academic lingua franca in transnational higher education. Australian Review of Applied Linguistics, 44(2), 154-179.
Liu, X., Gu, M.Y. M., & Jin, T. (2021). Strategy use in collaborative academic reading: Understanding how undergraduate students co-construct comprehension of academic texts. Language Teaching Research, Retrieved from https://journals.sagepub.com/doi/10.1177/13621688211025688, Online publication, 1-21.
Gu, M. Y. M., Chiu, M. M., & Li, Z. J. (2021). Acculturation, perceived discrimination, academic identity, gender and Chinese language learning among Ethnic Minority Adolescents: A structural equation modeling analysis. International Journal of Bilingual Education and Bilingualism, Online first, 1-15.
Ou, W., Gu, M. Y. M., & Hult, F. M. (2020). Translanguaging for Intercultural Communication in International Higher Education: Transcending English as a Lingua Franca (doi: https://doi.org/10.1080/14790718.2020.1856113). International Journal of Multilingualism, Retrieved from https://www.tandfonline.com/doi/full/10.1080/14790718.2020.1856113, Online publication, 1-19.
Ou, W.A., & Gu, M.Y.M. (2020). Negotiating Language Use and Norms in Intercultural Communication: Multilingual University Students’ Scaling Practices in Translocal Space. Linguistics and Education, 57, 1-11.
Gu, M.Y.M., & Han, Y. (2020). Exploring Family Language Policy and Planning among Ethnic Minority Families in Hong Kong: Through a Socio-Historical and Processed Lens (doi: https://www.tandfonline.com/doi/full/10.1080/14664208.2020.1748371). Current Issues in Language Planning, retrieved from https://www.tandfonline.com/doi/full/10.1080/14664208.2020.1748371, online publication, 1-22.
馮芃芃、龍影、谷明月 (2019)。 大學生學術英語演講論證能力發展的個案研究。 外語界,2019(5),39-47。 http://ezproxy.eduhk.hk/login?url=https://tra.oversea.cnki.net/kcms/detail/detail.aspx?dbcode=CJFD&filename=WYJY201905008&dbname=CJFDLAST2019published version (EdUHK Users only)
Gu, M.Y.M., & Lai, C. (2019). From Chungking Mansions to Tertiary Institution: Acculturation and Language Practices of an Immigrant Mother and her Daughter. Linguistics and Education, 52, 52-60.
Gu, M.Y.M., & Lai, C. (2019). An Ethical Analysis of How ESL Teachers Construct Their Professional Identities Through the Use of Information Technology in Teaching (doi: 10/1002/berj/3531). British Educational Research Journal, Online publication, 1-20.
Gu, M. (2018). Identity construction and scale making of migrant university students in multilingual settings: A scalar analysis. International Journal of Bilingual Education and Bilingualism, Online first, 1-17.
Gu, M. (2018). Teaching students from other cultures: An exploration of language teachers’ experiences with ethnic minority students in Hong Kong. Journal of Language, Identity and Education, Online first, 1-17.
Ou, A., & Gu, M. (2018). Language socialization and identity in intercultural communication: Experience of Chinese students in a transnational university in China. International Journal of Bilingual Education and Bilingualism, Online first, 1-17.
Guo, X. & Gu, M. (2018). Exploring Uyghur University students’ identities constructed through multilingual practices in China. International Journal of Bilingual Education and Bilingualism, 21, 480-495.
Gu, M., Mak, B., & Qu, X. (2017). Ethnic minority students from South Asia in Hong Kong: Language ideologies and discursive identity construction. Asia Pacific Journal of Education, Online first, 1-15.
Gu, M., & Canagarajah, S. (2017). Harnessing the professional value of a transnational disposition: Perceptions of migrant English language teachers in Hong Kong. Applied Linguistics, Online first, 1-24.
Gu, M., Kou, Z., & Guo, X. (2017). Understanding Chinese language teachers’ language ideologies in teaching South Asian students in Hong Kong. International Journal of Bilingual Education and Bilingualism, Online first, 1-19.
Guo, X. G., & Gu, M. M. (2016). Identity construction through English language learning in intra-national migration: A study on Uyghur students in China. Journal of Ethnic and Migration Studies, 42(14), 2430-2447. https://doi.org/10.1080/1369183X.2016.1205942
Gu, M. & Cheung, D. (2016). L2 ideal self, parental encouragement, acculturation, and motivated learning behavior of ethnic minority students in Hong Kong: A structural equation modeling approach. System, 57, 14-24.
Guo, X., & Gu, M. (2016). Identity formation of ethnic minority English learners in a multilingual university in China. Asian Journal of Applied Linguistics, 3(1), 4-16.
Guo, X., & Gu, M. (2016). Negotiating Uyghurness through multilingual learning and use: An internal migration perspective. Ethnic and Racial Studies, Online first, 1-20.
Gu, M. (2015). Symbolic competence in multilingual interactions in a university setting: A complexity analysis. Multilingua, 36(1), 59-88.
Gu, M. (2015). A complex interplay between religion, gender and marginalization: Pakistani schoolgirls in Hong Kong. Ethnic and Racial Studies, 38(11), 1934-1951.
Lai, C., Gu, M., & Hu, J. (2015). Understanding legitimate teacher authority in a cross-cultural teaching context: Pre-service Chinese language teachers doing teaching practicum in international schools in Hong Kong. Journal of Education for Teaching, 41(4), 417-434.
Gu, M., & Benson, P. (2015). The formation of English teacher identities: A cross-cultural investigation. Language Teaching Research, 19(2), 187-206.
Gu, M., Patkin, J., & Kirkpatrick, A. (2014). The dynamic identity construction in English as lingua franca intercultural communication: A positioning perspective. System, 46, 132-142.
Gu, M. (2014). From opposition to transcendence: the language practices and ideologies of students in a multilingual university. International Journal of Bilingual Education and Bilingualism, 17(3), 310-329.
Gu, M. (2013). Cultural Identity in Teaching across Borders: Mainland Chinese Pre-service Teachers in Hong Kong. Asia Pacific Journal of Education, 33(4), 407-423.
Gu, M. (2013). From pre-service to in-service teachers: A longitudinal investigation of the professional development of English language teachers in secondary schools. Educational Studies, 39(5), 503-521.
Gu, M., & Patkin, J. (2013). Heritage and Identity: Ethnic Minority Students in Hong Kong. Linguistics and Education, 24(2), 131-141.
Gu, M, & Lai, C. (2012). Motivation and commitment: Pre-service teachers with different historical backgrounds at a teacher education institute in Hong Kong. Teacher Education Quarterly, 39(3), 45-61.
Gu, M. & Tong, H-K. (2012). Space, scale and languages: Identity construction of cross-boundary students in a multilingual university in Hong Kong. Language and Education, 26:6, 501-515.
Gu, M. & Tong, H. K. (2012). Space, scale and languages: Identity construction of cross-boundary students in a multilingual university in Hong Kong.. Language and Education, 26(6), 501-515.
Gu, M. (2011). Cross-border pre-service teachers in Hong Kong: 'To be or not to be integrated, that is the problem'. Journal of Education for Teaching, 37(2), 139-154., 37(2), 139-154.
Gu, M. (2011). Language choice and identity construction in peer interactions: An insight from a multilingual university in Hong Kong. Journal of Multilingual and Multicultural Development, 32(1), 17-31.
Gu, M. (2011). 'I am not qualified to be a Honkongese because of my accented Cantonese’: Mainland Chinese Immigrant Secondary Students in Hong Kong. Journal of Multilingual and Multicultural Development, 32 (6), 515-529.
Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24 (4), 317-335.
Gu, M. (2010). The Discursive construction of college English learners’ identity in cross-cultural interactions. Critical Inquiry in Language Studies: An International Journal, 7(4), 298-333.
Gu, M. (2010). Identities Constructed in Difference: English Language Learners in China. Journal of Pragmatics, 42(1), 243-256.
Gu, M. (2010). National Identity in EFL learning: A Longitudinal Inquiry. Changing English, 17 (1), 57-68.
Gu, M. (2009). College English Learners’ Discursive Motivation Construction in China. System, 37 (2), 300-312.
Gu, M. Y. (2008). Identity construction and investment transformation. Journal of Asian Pacific Communication, 18 (1), 49-70.

Conference Papers
Other conference paper
Chang, W., & Gu, M.M. (2020, December). Exploring EFL teachers’ instructional design and teacher-student interactions in secondary schools while implementing emergency remote teaching (ERT) amidst the COVID-19 pandemic: The experiences from China. Paper presented at The International Conference on Learning and Teaching 2020 (ICLT2020), Hong Kong. https://www.eduhk.hk/iclt2020/
Wei, C., & Gu, M. (2019, August). Teaching in a Mobilized World: Understanding the Emotional Dilemma of a Group of EFL Teachers Teaching Migrant Students in Urban China. Paper presented at the Pan-Pacific Association of Applied Linguistics, Seoul, Korea.

All Other Outputs
Journal editor ('editorial membership' should be excluded)
Van Viegan, S., Lau, S., & Gu, M.M. (2023). [Editorial] 20 years of critical inquiry in language studies. Critical Inquiry in Language Studies, 20(1), 1-3. https://doi.org/10.1080/15427587.2023.2188808

Projects

Investigating Adolescents’ Digital Citizenship through Social Media: (Trans) Formation, Digital Literacy Practices and Influential Factors
This GRF project, adopting mixed methods, investigates late adolescents’ evolving DC and digital literacy practices in social media and/or social networking, and explore the factors that influence them
Project Start Year: 2023, Principal Investigator(s): GU, Ming Yue, Michelle

 
Wellbeing in Online Social Networking
Integrating sociocultural, psychological and cognitive perspectives, this study uses a mixed method design and advanced analyses (thematic analysis, computational linguistics, artificial intelligence, statistics) of interviews, surveys, and OSN messages.
Project Start Year: 2022, Principal Investigator(s): GU, Ming Yue, Michelle

 
Investigating Digital Literacy Practices and Pre-service Teachers’ Identity Construction: Pre-service Teachers’ Digital Literacy Competence and Integration of Digital Literacy Into Teaching
This project will (a) assess our pre-service teachers' digital literacies, (b) accordingly design a suitable digital literacy program for them, and (c) evaluate its effectiveness
Project Start Year: 2022, Principal Investigator(s): GU, Ming Yue, Michelle, CHIU, Ming Ming, KOHNKE, Lucas Mathias, Alfred, LEE, Chi Kin, John, ERNI, John N,

 
Conceptualizing Digital Citizenship among University Students through the Lens of Digital Literacies

Project Start Year: 2021, Principal Investigator(s): GU, Ming Yue Michelle 谷明月

 
Exploring the Language Ecology in One Multilingual University in Hong Kong
..
Project Start Year: 2020, Principal Investigator(s): GU, Ming Yue Michelle 谷明月

 
Establishing a Research Cluster on Language, (im)Mobility and Internationalised Higher Education in the Post-Globalization Era
This proposed project, taking a socio-political and economic perspective, aims to tackle the tensions between heterogeneity and homogeneity in higher education and to explore how the local, translocal and global will be redefined and subsequently influence teaching and learning practices and policy making, within the physical mobility constraints (e.g., as resulting from a global pandemic), the global neoliberalism, and the political as well as ideological discourses worldwide. Considering internationalised universities as contact zones where different actors (students and teachers) bring their agendas, stakes and resources, this proposed study examines the existence of different forms of mobility and multilingualism in internationalised universities and explore the ways in which mobility and languages are hierarchized in daily encounters, language practices in language and educational policies.
Project Start Year: 2020, Principal Investigator(s): GU, Ming Yue Michelle 谷明月

 
A Foucauldian Perspective on Citizenship and Identity (Re) Construction Among University Students in Social Movements in Hong Kong (福柯視角探索高校學生在香港社會運動中的公民意識與身份(再)建構)
This study, adopting the Foucauldian lenses of governmentality and ethical self-formation, aims to: 1) investigate how university students understand prevailing political discourses in Hong Kong’s social-political context; 2) explore how the social unrest influences students’ self-positioning, peer interaction and relationships; 3) investigate the development of citizenship and (re)construction of identity among university students within Hong Kong’ socio-political, cultural and economic discourses; 4) identify the difficulties and challenges students face in their interactions with peers holding different political and ideological views and their coping strategies; and, 5) provide theoretical resources and suggest effective university-level measures and individual-level strategies to facilitate students’ whole-person development.
Project Start Year: 2020, Principal Investigator(s): GU, Ming Yue Michelle 谷明月

 
Hong Kong Junior Secondary School Students' Attitudes Towards and Engagement in Political Activities Involving Violence and Destruction: The Associated Individual, Family, and School Factors from a Positive Youth Development Perspective
This proposed study aims to investigate Hong Kong secondary school students’ overall attitudes towards and participation in illegal and violent political actions during the social movement. Also, it will identity the potential protective factors in individual, family and school domains associated with students’ attitude toward and participation in the violent political activities.
Project Start Year: 2020, Principal Investigator(s): Dr Yu Lu (GU, Ming Yue Michelle 谷明月 as Co-Investigator)

 
Reconfiguring Linguistic and Cultural Scales: Transnational Koreans in Non-English Dominant Educational Settings
Through micro-level analyses of motivations, experiences, and trajectories, this project investigates how migrants draw on linguistic and cultural resources for career advancement and socialization in non-English dominant educational settings.
Project Start Year: 2019, Principal Investigator(s): GU, Ming Yue Michelle 谷明月

 
Impact of Short-term Study in Mainland China Programme on Hong Kong Local University Students’ Intercultural Competence, Perception and Attitude about Mainland China, and National Identity
Adopting a mixed-method design with a non-equivalent control group,the proposed researchaims (1) toinvestigate the impact of short-term study-in-China programmes on Hong Kong local university students’ development in three areas: a) intercultural competence, b) perception and attitude toward mainland China, andc)national identity, and (2) to examine the moderating effects of a list of key factors at both individual and programme levels on the programme outcomes.
Project Start Year: 2018, Principal Investigator(s): LU Yu (GU, Ming Yue Michelle 谷明月 as Co-Investigator)

 
The Effects of Family Socialisation on Second-Generation South Asian Adolescents in Hong Kong: Academic Identity Construction and Second Language Learning
This SCOLAR project aims to to investigate the impact of family socialisation on the acculturation, academic identity construction and Chinese language learning among South Asian adolescents in Hong Kong. This project explores the various influences of the parent-adolescent relationship, parents’ ethnic and mainstream enculturation practices, parental styles on students’ acculturation and identity formation and local language learning.
Project Start Year: 2018, Principal Investigator(s): GU, Ming Yue Michelle 谷明月

 
The Interplay of Language-In-Education Policy, Language Ideology and Linguistic Practices within Discourse of Internationalization in Higher Education – A Comparative Study
This GRF project aims to gain a situated understanding of the dynamic interplay between the emergence of discourses and practices of internationalization in higher education together with neoliberal language policy measures, and the local language ideologies and practices held by faculty members and students, in two universities in Hong Kong and mainland China.
Project Start Year: 2018, Principal Investigator(s): GU, Ming Yue Michelle 谷明月

 
Putonghua as Heritage Language in Multilingual Hong Kong: A Social Network Analysis
This proposed study aims to explore the common pattern of network structures of mainland Chinese immigrant children in Hong Kong and to examine the characteristics of mainland Chinese immigrant children’s environment that shape their Putonghua proficiency and language choice. In response to an increasing body of studies on L1 maintenance that have mainly regarded communities as the basic unit of analysis in the European and US contexts, this proposed study focuses on individuals and explores the range and types of social networks an individual can contact, and the purpose of such interactions.
Project Start Year: 2010, Principal Investigator(s): Gu Mingyue Michelle 谷明月

 
Linguistic and Cultural Ecology
Exploring who speaks what language to whom and when, this research aims to gain an understanding of the interactions between Hong Kong, Mainland and international students in a teacher university (HKIEd) in Hong Kong. Specifically, this study investigates how national, ethnic and regional identities are presented and constructed linguistically and culturally by students and how the interactions between individuals are shaped by the multiple power-laden discursive and social practices in a multilingual setting like Hong Kong.
Project Start Year: 2009, Principal Investigator(s): Gu Mingyue Michelle 谷明月

 
Mainland Chinese Student Teachers in Hong Kong: A Narrative Inquiry
The proposed study explores the formation of teaching identity of a group of pre-service English teachers from mainland China who study in a teacher education institute in the multilingual context of Hong Kong. In-depth narrative interviews, diaries, and photo journals will be adopted in an attempt to capture the complex relationship involved in the process of identity construction between marginal,status and legitimate membership to community, between prior experience, present practice and imagination, between social discourse, institutional construction and personal development.
Project Start Year: 2008, Principal Investigator(s): Gu Mingyue Michelle 谷明月

 
A Comparative Study on Identity Construction of Pre-service Teachers in Colleges in Mainland China and Hong Kong
In the language teaching field, resonating with the sociocultural turn in the human sciences, researchers have made efforts to frame teacher education in terms of the development of teaching identity rather than the acquisition of skills and techniques. The western contexts witnessed the research shift. The social and multiple nature of teacher development demands more research in the non-western contexts. This proposed study aims to comparatively explore how pre-service student teachers to construct their teaching identities in two teacher’s colleges in Guangdong Province and Hong Kong in China, which are geographically close, while socioculturally different. Two rounds of individual interviews will be conducted. As in a narrative enquiry, the interviews will be re-constructed to present the participants’ learning story and to explore the relationship between all aspects of the person on his/her way to becoming a teacher.
Project Start Year: 2008, Principal Investigator(s): BENSON Philip (GU Ming Yue as Co-Investigator)

 
Prizes and awards

President’s Award for Research Excellence

Date of receipt: /7/2022, Conferred by: The Education University of Hong Kong