Dr LI, Zhen Jennie   李蓁
Assistant Professor
Department of Chinese Language Studies
Phone No: (852) 2948 7180
Email: jzjli@eduhk.hk
Contact
Phone
(852) 2948 7180
Email
jzjli@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Scopus ID
55871736900
Research Interest

Chinese-as-a-second-language education, heritage language education, language teacher development, identity in multilingual contexts

Teaching Interest

Language teaching methods

Second language acquisition

Multiculturalism

Intercultural communication

General education

Research Methods

Personal Profile

Education

PhD in Education

University of Hong Kong

MPhil in Second Language Education (Distinction)

University of Cambridge

MA in Anthropology

Chinese University of Hong Kong

BA in Linguistics and Applied Linguistics

Guangdong University of Foreign Studies

Full-time Appointments

Assistant Professor, Education University of Hong Kong, 2019 - present

Post-doctoral Fellow, Education University of Hong Kong, 2018 - 2019

Post-doctoral Fellow, City University of Hong Kong, 2017

Research Interest

Chinese-as-a-second-language education, heritage language education, language teacher development, identity in multilingual contexts

Teaching Interest

Language teaching methods

Second language acquisition

Multiculturalism

Intercultural communication

General education

Research Methods

Selected Output

Scholarly Books, Monographs and Chapters
Research book or monograph (author)
Li, Z. (2022). Identity of Chinese heritage language learners in a global era. Oxford, England: Routledge (Taylor & Francis) Doi:10.4324/9781315210490.
Chapter in an edited book (author)
李蓁、李成宗 (2021)。 談陶淵明和王維的「隱逸」與詩歌。馮志弘, 許國惠, 施仲謀, 《中國歷史文化教育及研究》 (207-219)。中華書局(香港)有限公司 https://julac.hosted.exlibrisgroup.com/primo-explore/search?query=any,contains,991017982329703410&vid=EDUHKFind@EdUHK Library
Li, Z. (2017). Construction of “local-born” Chinese heritage learner identity in Hong Kong: Positioning and negotiation. In Li, G., & Ma, W. (Eds.), Educating Chinese-heritage students in the global-local nexus: Achievement, challenges, and opportunities (11-29). New York: Routledge
Li, Z. (2015). CFL teacher identity construction: A core element of future innovative practice. In Moloney, R., & Xu, H. (Eds), Exploring innovative teaching and learning in Chinese as a foreign language (116-135). Singapore: Springer

Journal Publications
Publication in refereed journal
Li, Z., & Lai, C. (2022). Identity in ESL-CSL Career transition: A narrative study of three second-career teachers. Journal of Language, Identity & Education, 0, 1-15 Doi:10.1080/15348458.2022.2065992.
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
Gu, M. Y. M., Li, Z., & Jiang, L. (2021). Navigating the instructional settings of EMI: A spatial perspective on university teachers’ experiences. Journal of Multilingual and Multicultural Development, Online first, 1-15 Doi:10.1080/01434632.2021.1914064.
Chow, B., Hui, N. N., Li, Z., & Dong, Y. (2021). Dialogic teaching in English-as-a-second-language classroom: Its effects on first graders with different levels of vocabulary knowledge.. Language Teaching Research, Online first, 1-23 Doi:10.1177/1362168820981399.
Dong, Y., Tang, Y., Wu, X. Y., Dong, W. Y., & Li, Z. (2020). Longitudinal effects of mediums of word explanation on L2 vocabulary learning strategies among Chinese grade-7 students. Frontiers in Psychology, 11, 1-10
Lai, C. Li. Z., & Gong, Y. (2019). Boundary brokering for cross-cultural professional learning in international school contexts. British Educational Research Journal, 45(6), 1105-1123
Lai, C., Li, Z., & Gong, Y. (2016). Teacher agency and professional learning in cross-cultural teaching contexts: Accounts of Chinese teachers from international schools in Hong Kong. Teaching and Teacher Education , 54, 12-21
Wang, D., Moloney, R., & Li, Z. (2013). Towards internationalising the curriculum: A case study of Chinese language teacher education programs in China and Australia. Australian Journal of Teacher Education, 38(9), 116-135
Publication in policy or professional journal
Li, Z. (2015). The quest of cross-cultural selves: Stories from two Chinese language teachers in PYP schools. IB Journal of Teaching Practice, 3(1), online
Publication in non-refereed journal
Li, Z. (2015). Teaching Chinese in Hong Kong international schools: Opportunities and challenges. International School Magazine, 17(2), 42-43

Conference Papers
Invited conference paper
Li, Z., & Zhu, Y. (2020, 12). Exploring the Cross-cultural Identity and Cultural Intimacy of Central Asian Students in Hong Kong Higher Education. Paper presented at the Lecture Room of National Research Center for Foreign Language Planning and Policy, Shanghai International Studies University, Shanghai, China
Refereed conference paper
Li, Z., & Liu, Y. (2021, 10). Translingual professionalisation: Theorising the dynamics of Chinese language teacher identity in multicultural schools in Hong Kong. The 6th Saarbrücken International Conference on Foreign Language (virual), Saarbrücken, Germany
Li, Z., & Si, C. (2021, 7). Flexible acculturation and identity transformation in L1-L2 Chinese teachers in Hong Kong international schools. The 6th International Conference on Teaching Chinese as a Second Language (virtual), National Kaohsiung Normal University, Taiwan
Li, Z., & Gu, M.Y.M. (2020, 12). A Positioning Analysis of Agency in the Educational Narratives of South Asian Mothers and Children in Hong Kong. Paper presented at the International Conference (virtual) on Gender, Language and Education, Hong Kong

Project

Translingual Identity and Translocational Spaces of Chinese Heritage Language Learners in Hong Kong and UK

Project Start Year: 2022, Principal Investigator(s): LI, Zhen Jennie 李蓁
 
Identity Construction and Language Socialization of Ethnic Minority Children in Hong Kong Secondary Schools: A Pilot Study
..
Project Start Year: 2021, Principal Investigator(s): LI, Zhen Jennie 李蓁
 
An integrated identity project for preparing interculturally competent foreign language teachers
This project, informed by the existing theories from language teacher identity and
interdisciplinary perspectives of intercultural understanding, aims at using foreign language
(FL) teacher education programmes as the vehicles to explore reflective, experiential training methods to enhance the pre-service teachers’ awareness of cultural diversity, reduce ethnocentricity, and promote meaningful engagement pre-service FL teachers at undergraduate and postgraduate levels.

Project Start Year: 2020, Principal Investigator(s): GU, Ming Yue Michelle 谷明月, LI, Zhen Jennie 李蓁, Lai, Chun
 
Professional Identity Construction and Cross-cultural Experiences of Chinese and Non-Chinese Teachers in International Baccalaureate Schools in Mainland China 中國內地國際文憑學校的中國籍與非中國籍教師的專業身份建構和跨文化經歷
The proposed study will use narrative inquiry (Clandinin & Connelly, 2000), an approach is widely used to understand how people make sense of the events and actions occurred in their life experiences (Schram, 2006), to explore professional identity construction of Chinese and non-Chinese teachers in International Baccalaureate schools. The teachers’ cross-cultural experiences will be understood as personal, social, professional encounters occurred across time and place. In this study, the PI will seek to understand identity construction of 10 teachers working in primary and secondary International Baccalaureate school settings in Shanghai, and their mutual interaction in their workplaces.
Project Start Year: 2019, Principal Investigator(s): LI, Zhen Jennie 李蓁
 
Prizes and awards

Excellent University ePortfolio Supervision

Date of receipt: 12/4/2022, Conferred by: The Education University of Hong Kong
 
Award for Excellent FE Supervision

Date of receipt: 11/6/2021, Conferred by: The Education University of Hong Kong
 
Award for Excellent FE Supervision

Date of receipt: 6/11/2020, Conferred by: The Education University of Hong Kong
 
Excellent University ePortfolio Supervision

Date of receipt: 1/7/2020, Conferred by: The Education University of Hong Kong
 
Incentive Publication Award

Date of receipt: /1/2016, Conferred by: Faculty of Education, University of Hong Kong
 
Doris-Zimmern HKU-Hughes Hall Scholarship

Date of receipt: /1/2013, Conferred by: University of Hong Kong
 
Postgraduate Studentship

Date of receipt: /1/2011, Conferred by: University of Hong Kong