Prof LIN, Mei Yi Angel    練美兒 教授
Chair Professor
Department of English Language Education
Contact
ORCiD
0000-0002-6204-8021
Phone
(852) 2948 8488
Email
angellin@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=16420&name=LIN, Mei Yi Angel
Scopus ID
56444693800
SDGs
4 - Quality Education
Research Interests
Ethical and critical engagement with AI in education
AI ethics and safety
Critical literacies
Plurilingualism, Affect, and Agency (PAA Model)
Translanguaging, Trans-semiotizing, Transknowledging and Trans-culturing (4T Lenses)
Language Across the Curriculum (LAC), Content and Language Integrated Learning (CLIL)
Academic literacies, multiliteracies
Discourse analysis, narrative inquiry
Trauma-informed care in English language education
Teaching Interests

Language Across the Curriculum (LAC), Content and Language Integrated Learning (CLIL)

Academic literacies

Discourse analysis, narrative inquiry, qualitative research methodology

External Appointments

Panel Member, Humanities Panel, Research Assessment Exercise, University Grants Council, Hong Kong

Co-Chief Editor, Language Policy (International Research Journal)

Other Activities

Active research collaboration with non-local researchers in my CRAC Project (with research output in the pipeline)

Dr. Ivy Yang, Shantou University, China

Prof Yongyan Zheng; Dr. Yang Song, Fudan University, China

Dr. Mahtab Janfada, Melbourne University, Australia

Dr. Marianne Turner, Monash University, Australia

Prof Andy Gao, University of New South Wales, Australia

Dr. David Dai, Prof Li Wei, University College, London

Prof Constant Leung, King's College, London

Dr. Kiyu Itoi, Ritsumei University, Japan

Dr. Upsorn, Thammasat University, Thailand

Dr. Saskia Van Viegen, York University, Canada

Prof Sunny Man Chu Lau, Bishop's University, Canada

Prof Eunice Jang, University of Toronto, Canada

Dr. Vicent Beltrán Palanques, Universitat Jaume I., Spain

Dr. Mercedes Querol-Julián, La Universidad En Internet, Spain

Prof Shin-Mei Kao, National Cheng Kung University, Taiwan

Prof Wenhsien Yang, National Kaohsiung University of Hospitality and Tourism, Taiwan

Dr. Stella Karatza, University of Piraeus, Greece

Dr. Victor Lim, National Institute of Education, Nanyang Technological University, Singapore

Dr. Jiajia Liu, City University of Macau









Personal Profile

Dr. Angel M. Y. Lin was Professor and Tier 1 Canada Research Chair in Plurilingual and Intercultural Education at Simon Fraser University, Canada from 2018-2024. Currently she is Chair Professor of Language, Literacy and Social Semiotics in Education at the Education University of Hong Kong. Dr. Lin has been at the forefront of English language education and critical literacies since the late 1990s when she started working on classroom research projects in schools in Hong Kong. She has published widely on second language education, discourse analysis, trans/languaging (TL), trans-semiotizing (TS), Content and Language Integrated Learning (CLIL), and critical media literacies. Over her career, she has co/published over 200 publications including 9 research books with over 13,600 citations and an impressive h-index of 58 and an i-10 index of 143 (Google Scholar). Dr. Lin’s leadership and mentoring has profoundly shaped the professional lives of doctoral students and emergent scholars both in Asia and Canada.

Angel M. Y. Lin is featured in the list of the world’s top 1% most widely cited scientists published by Stanford University in 2024, representing global recognition of the impact of her scholarship. (Scientists at Stanford University publish annual data of the top 1% of the world’s most-cited scientists in various fields. The Stanford ranking is based on the bibliometric information (citations) in the Scopus database which includes more than 180,000 researchers doi.org/10.17632/btchxktzyw.4).



Research Interests
Ethical and critical engagement with AI in education
AI ethics and safety
Critical literacies
Plurilingualism, Affect, and Agency (PAA Model)
Translanguaging, Trans-semiotizing, Transknowledging and Trans-culturing (4T Lenses)
Language Across the Curriculum (LAC), Content and Language Integrated Learning (CLIL)
Academic literacies, multiliteracies
Discourse analysis, narrative inquiry
Trauma-informed care in English language education
Teaching Interests

Language Across the Curriculum (LAC), Content and Language Integrated Learning (CLIL)

Academic literacies

Discourse analysis, narrative inquiry, qualitative research methodology

External Appointments

Panel Member, Humanities Panel, Research Assessment Exercise, University Grants Council, Hong Kong

Co-Chief Editor, Language Policy (International Research Journal)

Other Activities

Active research collaboration with non-local researchers in my CRAC Project (with research output in the pipeline)

Dr. Ivy Yang, Shantou University, China

Prof Yongyan Zheng; Dr. Yang Song, Fudan University, China

Dr. Mahtab Janfada, Melbourne University, Australia

Dr. Marianne Turner, Monash University, Australia

Prof Andy Gao, University of New South Wales, Australia

Dr. David Dai, Prof Li Wei, University College, London

Prof Constant Leung, King's College, London

Dr. Kiyu Itoi, Ritsumei University, Japan

Dr. Upsorn, Thammasat University, Thailand

Dr. Saskia Van Viegen, York University, Canada

Prof Sunny Man Chu Lau, Bishop's University, Canada

Prof Eunice Jang, University of Toronto, Canada

Dr. Vicent Beltrán Palanques, Universitat Jaume I., Spain

Dr. Mercedes Querol-Julián, La Universidad En Internet, Spain

Prof Shin-Mei Kao, National Cheng Kung University, Taiwan

Prof Wenhsien Yang, National Kaohsiung University of Hospitality and Tourism, Taiwan

Dr. Stella Karatza, University of Piraeus, Greece

Dr. Victor Lim, National Institute of Education, Nanyang Technological University, Singapore

Dr. Jiajia Liu, City University of Macau









Research Outputs
Scholarly Books, Monographs and Chapters
Lin, A.M.Y. (2024). As rare as unicorns. Sender Dovchin, Qian GONG, Toni DOBINSON, Maggie MCALINDEN, Linguistic diversity and discrimination: Autoethnographies from women in academia (46-61). Routledge. https://doi.org/10.4324/9781003317128-5
Q.Chen, M.Zheng, Lin, A.M.Y. (2024). Critical Perspectives on Discourse and Second Language Research. B. Paltridge, & T. Matthew, The Routledge Handbook of Second Language Acquisition and Discourse (121). Taylor & Francis.
Chang. D., Q. Chen, & Lin, A.M.Y. (2024). Writing centers' praxis is not neutral but raced: Collaborative ethnography. Xiangying HUO, Clayton SMITH, Interrogating race and racism in postsecondary language classrooms (218-240). IGI Global. https://doi.org/10.4018/978-1-6684-9029-7.ch010
Lau, S. M-C., & Lin, A. M. Y. (2024). Reimagining critical language teacher education through translanguaging and trans-knowledging.. Ali Fuad Selvi & Ceren Kocaman (Eds.),, International perspectives on critical language teacher education: Theory and practice (131-140). International perspectives on critical language teacher education: Theory and practice.
Siu, P., dos Santos, P., & Lin, A. M. Y. (2024). Translanguaging and trans-semiotising in a public relations writing course: Exploring heteroglossic co-becoming in a higher education institute in Hong Kong. Mark E. KING, Paul J. THIBAULT, Learning as interactivity, movement, growth and becoming, volume 1: Ecologies of learning in higher education (83-105). Routledge. https://doi.org/10.4324/9781003148050-4
Gupta, K. C.-L., & Lin, A. M. Y. (2023). Adopting translanguaging pedagogies in critical content and language integrated learning (CLIL) using social issues as the context: A teacher–researcher collaborative approach. Leah SHEPARD-CAREY, Zhongfeng TIAN, (Re)imagining translanguaging pedagogies through teacher–researcher collaboration (187-205). Multilingual Matters. http://www.scopus.com/inward/record.url?scp=85162678928&partnerID=8YFLogxK Scopus publicationLink to publication in Scopus, https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991018186851603410&vid=EDUHKFind@EdUHK Library
Gupta, K.,C-L.,& Lin, A.M.Y. (2023). English-medium instruction (EMI) in higher education in Taiwan: A review and critical reflection on why, how, and for whom. Pramod K. SAH, Fan FANG, Policies, politics, and ideologies of English-medium instruction in Asian universities: Unsettling critical edges (63-76). Routledge. https://doi.org/10.4324/9781003173120-6
Lin, A.M.Y. (2023). Conversation analysis, critical literacies, translanguaging and flows: The influences on my intellectual journey. JuliAnna ÁVILA, Leaders in English language arts education research: Intellectual self-portraits (151-162). Brill. https://doi.org/10.1163/9789004685673_012
Siu, P., Sohn, B.-G., & Lin, A. M. Y. (2023). Reclaiming a plurilingual voice in EMI classrooms: Co-creating translanguaging space through the multimodalities-entextualisation cycle. Julia GSPANDL, Christina KORB, Angelika HEILING, Elizabeth J. ERLING, The power of voice in transforming multilingual societies (189-210). Multilingual Matters. https://doi.org/10.21832/9781800412040-013

Journal Publications
He, P.& Lin, A.M.Y. (2024). Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems. Language Awareness, 33(2), 384-406. https://doi.org/10.1080/09658416.2023.2234824
Lin, A.M.Y. (2024). Can the Monkey King break through the ‘Jin-Gang-Quan’ (金剛圈)? Overcoming the multiple contradictions in EMI education. Language and Education, 38(1), 139-147. https://doi.org/10.1080/09500782.2023.2284802
LIN, A.M.Y. & Gu, M.Y. (2024). Researching multilingually to rethink EMI policy and practices. Language Teaching, 57(1), 132-138. https://doi.org/10.1017/S0261444823000381
Q.Chen, & Lin, A.M.Y. (2023). Social structures, everyday interactions, and subjectivity: where (and how) does decolonizing begin?: Attending to desires, fears, and pains. Critical Inquiry in Language Studies, 20(2), 105-126. https://doi.org/10.1080/15427587.2023.2219059

Conference Papers
Chen, Q., P., Siu., & Lin, A. M. Y. (2024, June). Self-care amidst neoliberal pressures in academia: diverse voices. Keynote paper presented at the Critical University Studies Conference, Hong Kong.
Lin, A.M.Y. (2024, June). Cultivating Plurilingual Mediation as a Premier 21st Century Skill: Engagement of GenAI in Formative Assessment in English Medium Education.. Featured paper presented at the 8th Foreign Language Learning and Teaching(FLLT) International Conference, 21 June 2024, Thailand., Thailand.
Lin. A.M.Y. (2024, June). Featured speaker in the Online Symposium on "Translanguaging in English Language Education: perspectives from across Asia. Prince of Songkla University, Thailand, Thailand.
Lin, A.M.Y. (2024, May). Ethical and Responsible Engagement of AI in English Medium Education.. Plenary paper presented at the Global English Education China Assembly Special Topic Symposium: English Education and Language Literacy in the Context of Theory and Practice, 11 May 2024, Shantou University, China., China.
Wisla, H. Chen, Q., Lin, A.M.Y. (2024, May). Navigating decolonization: Threads of thoughts and continuing correspondences. American Education Research Association Conference, USA.
Lin, A.M.Y. (2024, April). Plurilanguaging, Affect, and AI-Assisted Assessment: Towards Systemic Transformation in English Language Education (PAA-STELE). Applied Linguistics and Language Teaching (ALLT) Conference, 18-20 April 2024, National Taiwan University of Science and Technology, Taiwan., Taiwan.
Lin, A.M.Y. (2024, April). Towards Ethical and Responsible Engagement of AI in Education: The PAA Model and 4T Lenses in Action.. Plenary paper presented at the English Medium Education Symposium, 26 April 2024, City University of Hong Kong, Hong Kong., Hong Kong.
Lin, A.M.Y. (2024, April). Trans-culturing Communication. Keynote paper presented in the Symposium: Identity and Intercultural Communication in the Digital Age, 27 April 2024, The Education University of Hong Kong., Hong Kong.
Tsou, W., Chen, F., & Lin, A. M. Y. (2024, March). Leveraging artificial intelligence in EMI professional development: Enhancing university lecturers’ confidence, intelligibility and comprehensibility.. AAAL Conference, USA.

Projects
Empowering Preservice Teachers: Unveiling the Affective Impact of the PAA-STELLE model within the CRAC Study Framework
Embedded within the larger framework of the CRAC study, this proposal seeks a targeted grant of $400,000 to delve deeper into the affective impact of the PAA-STELE (Plurilingualism, Affect, and Agentic AI-systemic transformation of English Language) model utilized in the broader investigation of theorizing plurilingual assessment. While CRAC explores the model's multifaceted applications, here, we focus specifically on its potential to enhance the well-being of preservice teachers. To achieve this, a team of student helpers will be recruited to collaborate with the researcher on narrative generation. These narratives, infused with the transformative power of the PAA-STELE model, will be crafted into pedagogical resources for preservice teachers from EduHK and beyond, promoting not only their academic development but also their emotional resilience and overall well-being. All necessary research activities for this study fall within the purview of the broader CRAC project. Therefore, a separate ethics approval is not required for this specific project, provided that the CRAC project has already obtained approval from the university ethics committee.
Project Start Year: 2024, Principal Investigator(s): LIN, Mei Yi, Angel