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). https://doi.org/10.4324/9781315210490 Chapter in an edited book (author)
Li, Z., & Liu, Y. (2024). Transprofessional identity of L1 Chinese language teachers in changing multilngual contexts. Lam S. M. S, Lee, C-K. J & Si, C. M., Learning and teaching Chinese as a first language: International perspectives (0-0). Routledge. Li, Z., & Si, C. M. (2023). Flexible acculturation and identity transformation in L1-L2 Chinese language teachers in Hong Kong international schools. J.- F. Hong, & C-. M. Si, Teaching Chinese language in the international school context (119-136). Springer. 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.
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Journal Publications
Publication in refereed journal
Bhatt, I, & Li, Z. (2024). Towards understanding heritage literacy. Journal of Multilingual and Multicultural Development, Online first, 1-18. https://doi.org/10.1080/01434632.2024.2422457 Jiang, L., Li, Z., & Cheng, H. (2024). Digital multimodal composing as equitable assessment in CLIL classrooms. Learning and Instruction, 92, 101900. https://doi.org/10.1016/j.learninstruc.2024.101900 Li, Z., Gu, M. Y. M., & Zhu, Y. (2023). Identity and cultural intimacy of Central Asian students in a Hong Kong university. Globalisation, Societies and Education, Online first, 0. https://doi.org/10.1080/14767724.2023.2272148 Deng, S., & Li, Z. (2023). Examining intercultural sensitivity in postgraduate students of teaching Chinese as an international language programmes - a case of universities in Hong Kong, Beijing and Zhuhai. International Journal of Chinese Language Education, 0, Online first. Gu, M. Y. M., Chiu, M. M., & Li, Z. J. (2023). Adult ethnic minorities’ mainstream language proficiency: cultural knowledge, cultural identification, and language use attitudes. Language, Culture and Curriculum, Online first, 0. https://doi.org/10.1080/07908318.2023.2210287 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. https://doi.org/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. https://doi.org/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. https://doi.org/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.
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Conference Papers
Invited conference paper
Li, Z., & Zhu, Y. (2020, December). 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, October). 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, July). 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, December). 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.
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