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Using critical ethnographic narrative as a tool and language socialization as the theoretical stance, the article analyzes excerpts of a language teacher’s life experience and presents findings to join the existing literature. The article indicates that (a) transnational teacher identities develop in a multiple-identity system including identities as an L2 learner, teacher, user, critical thinker, and global citizen; (b) the identity development is not completely staged, but instead recurring; (c) the emergence, formation, and development of the identity system requires translanguaging, transcultural, and transnational capitals, which are accrued through socializing experiences; and (d) critical thinking and intellectual agency work as stimuli to sustain the identity development. The article contributes to the existing literature by presenting a conceptual framework in studying language teacher identities. This article ends up with some advocacy that identity as a pedagogy and tool may provide teacher educators with something innovative and helpful to conduct research in the field.
Yang Gao. How Do Language Learning, Teaching, and Transnational Experiences (Re)shape an EFLer’s Identities? A Critical Ethnographic Narrative. SAGE Open 2021, 11, 1 .
AMA StyleYang Gao. How Do Language Learning, Teaching, and Transnational Experiences (Re)shape an EFLer’s Identities? A Critical Ethnographic Narrative. SAGE Open. 2021; 11 (3):1.
Chicago/Turabian StyleYang Gao. 2021. "How Do Language Learning, Teaching, and Transnational Experiences (Re)shape an EFLer’s Identities? A Critical Ethnographic Narrative." SAGE Open 11, no. 3: 1.
The fierce COVID-19 has been widely spreading across the globe since the beginning of 2020, which has caused the majority of schooling, higher education in particular, to move online. Consequently, different national and institutional policies have been issued to assist academic resilience during this unprecedented time. In the study which has been conducted in a typical research-based university in Northeast China, we explored how national and institutional policies have informed pedagogical decisions about designing and implementing online courses and helped maintain a successful transition from face-to-face classrooms to online ones during the pandemic times.
Yang Gao; Ke Fu; Xiaoyi Tao. How National and Institutional Policies Facilitate Academic Resilience and E-Learning in the Unprecedented Time? Advances in Intelligent Systems and Computing 2021, 385 -391.
AMA StyleYang Gao, Ke Fu, Xiaoyi Tao. How National and Institutional Policies Facilitate Academic Resilience and E-Learning in the Unprecedented Time? Advances in Intelligent Systems and Computing. 2021; ():385-391.
Chicago/Turabian StyleYang Gao; Ke Fu; Xiaoyi Tao. 2021. "How National and Institutional Policies Facilitate Academic Resilience and E-Learning in the Unprecedented Time?" Advances in Intelligent Systems and Computing , no. : 385-391.
This study explores linguistic features, ideological beliefs, and critical thinking in news comments, which are defined as the comments from readers to news posts on social media or platforms. Within the overarching framework of critical discourse analysis, a sociocognitive approach was adopted to provide detailed analyses of the studied constructs in sampled news comments. In terms of the data collection and analysis, sampled social media, news columns, and news comments were selected, and then 19 college students were interviewed for their responses to different news topics. The primary findings of the study include: (1) personal and social opinions are representations of ideological beliefs and are fully presented through news comments, (2) these personal and social ideological beliefs may diverge or converge due to critical thinking, (3) critical thinking helps commenters form their personal and social ideologies, and then helps them choose the linguistic forms they believe fit their news comments, (4) news topics, however, vary in informing commenters’ critical thinking ability. Finally, a sociocognitive model for studying linguistic forms, ideologies, and critical thinking was proposed in the study.
Yang Gao; Gang Zeng. Exploring linguistic features, ideologies, and critical thinking in Chinese news comments. Humanities and Social Sciences Communications 2021, 8, 1 -8.
AMA StyleYang Gao, Gang Zeng. Exploring linguistic features, ideologies, and critical thinking in Chinese news comments. Humanities and Social Sciences Communications. 2021; 8 (1):1-8.
Chicago/Turabian StyleYang Gao; Gang Zeng. 2021. "Exploring linguistic features, ideologies, and critical thinking in Chinese news comments." Humanities and Social Sciences Communications 8, no. 1: 1-8.
Book Reviews do not have abstracts
Yang Gao. The Oxford Encyclopedia of Global Perspectives on Teacher Education. Journal of International Students 2021, 11, 270 -273.
AMA StyleYang Gao. The Oxford Encyclopedia of Global Perspectives on Teacher Education. Journal of International Students. 2021; 11 (1):270-273.
Chicago/Turabian StyleYang Gao. 2021. "The Oxford Encyclopedia of Global Perspectives on Teacher Education." Journal of International Students 11, no. 1: 270-273.
National language planning and family language planning may converge or diverge. As 2019 marks the 70th anniversary of the establishment of the new China, we examined language planning at both the national level and the family level in China. We first revisited language policy and planning in China over the last seventy years through a policy document analysis method, and then explored family language planning among16 families through questionnaires and interviews. We compared and contrasted national language planning and family language planning in Mandarin, English, and dialects. We found that China has already undergone three language planning stages including importing, localizing, and integrating language theories over the last seven decades. It strives for multilingualism, which, however, is embodied through a language hierarchy but primarily promoting Mandarin’s status. The language hierarchy does exist but varies from national language planning to family language planning, which causes the primary tension between the two language planning systems. In other words, while Mandarin is greatly promoted at the national level, English is still dominant in family language planning among the surveyed families. The primary tension in language hierarchy further drives the two language planning systems to differ in their language ideologies and language practices and management, which forms further tensions within and between different generations. We argued national language management or language policy implementation may take time to inform family language planning and also discussed how political and economic factors may inform these tensions.
Yang Gao; Gang Zeng. An exploratory study on national language policy and family language planning in the Chinese context. Cogent Education 2021, 8, 1 .
AMA StyleYang Gao, Gang Zeng. An exploratory study on national language policy and family language planning in the Chinese context. Cogent Education. 2021; 8 (1):1.
Chicago/Turabian StyleYang Gao; Gang Zeng. 2021. "An exploratory study on national language policy and family language planning in the Chinese context." Cogent Education 8, no. 1: 1.
Given that the Belt and Road Initiative (BRI) has penetrated most, if not all, fields in China and the countries along the road, this paper attempts to join the existing literature by providing a unique perspective (language planning) to understand the BRI and its impacts. The article presents the way in which the BRI has informed language planning policies among China and approximately 65 countries along the road. From an ecological standpoint, it proposes how BRI language planning aims at promoting and constructing a language-and-discourse ecosystem. Taking an interpretive policy analysis method, it analyzes policy documents and the existing literature by elaborating upon the planners, purposes and principles involved in designing the language planning initiative. Specifically, different ministries, departments and committees have worked together to propose a systemic, sustainable language plan for BRI; BRI language planning then serves communication, discourse power, global governance and socioeconomics purposes. Under the overarching ecosystem planning, specific planning principles, including Chinese language status planning, foreign language planning, language structure planning, language-in-education planning and language service planning, co-evolve to sustain the system. Instead of simply depicting the language-and-discourse ecosystem, this article also discusses challenges that BRI language planning initiative might meet along the way of its implementation, including the avoidance of making language unity the same as language imperialism, and continued efforts to balance language internationalization and language localization.
Yang Gao. How the Belt and Road Initiative Informs Language Planning Policies in China and among the Countries along the Road. Sustainability 2020, 12, 5506 .
AMA StyleYang Gao. How the Belt and Road Initiative Informs Language Planning Policies in China and among the Countries along the Road. Sustainability. 2020; 12 (14):5506.
Chicago/Turabian StyleYang Gao. 2020. "How the Belt and Road Initiative Informs Language Planning Policies in China and among the Countries along the Road." Sustainability 12, no. 14: 5506.
Using sociocultural theory as the theoretical stance and autoethnography as the tool, this paper explores how transnational, lived experiences and political, economic policies in higher education have re/shaped a transnational intellectual’s identities and mobility. Instead of simply confirming transnationals’ identities are multiple, complex, and recurring during the transnational process, this paper fills a gap in the existing literature by informing that transnational identity development can be used as an analytical tool to advocate for social justice and to develop teacher education programs in different international settings. It also indicates that sustainability of the multiple identities requires critical thinking and intellectual agency. Finally, the paper proposes a conceptual framework to study transnational identities and mobility.
Yang Gao. How Transnational Experiences and Political, Economic Policies Inform Transnational Intellectuals’ Identities and Mobility: An Autoethnographic Study. Higher Education Policy 2020, 1 -18.
AMA StyleYang Gao. How Transnational Experiences and Political, Economic Policies Inform Transnational Intellectuals’ Identities and Mobility: An Autoethnographic Study. Higher Education Policy. 2020; ():1-18.
Chicago/Turabian StyleYang Gao. 2020. "How Transnational Experiences and Political, Economic Policies Inform Transnational Intellectuals’ Identities and Mobility: An Autoethnographic Study." Higher Education Policy , no. : 1-18.
Karl W. Kosko; Yang Gao. The Tale of Two Teachers’ Use of Prompts in Mathematical Discussions. Issues and Ideas in Education 2016, 4, 111 -130.
AMA StyleKarl W. Kosko, Yang Gao. The Tale of Two Teachers’ Use of Prompts in Mathematical Discussions. Issues and Ideas in Education. 2016; 4 (2):111-130.
Chicago/Turabian StyleKarl W. Kosko; Yang Gao. 2016. "The Tale of Two Teachers’ Use of Prompts in Mathematical Discussions." Issues and Ideas in Education 4, no. 2: 111-130.
Picture books, when used thoughtfully and artfully, can teach theories to graduate students in literacy and foreign language education. In this article, the authors described how a pair of picture books is used to teach Vygotsky's Zone of Proximal Development and Krashen's Input Hypothesis in the fields of literacy education and applied linguistics. The authors first introduced the theoretical foundation and rationale of using picture books as paired texts to teach educational theories. Then, from a macroperspective, they described the procedures of designing a class activity with paired picture books. Next, they provided language teachers and educators with a specific sample in which materials, objective, and specific instructional steps are clearly listed. In the end, the authors explained how the article contributes to the field from three perspectives: first, it offers a helpful strategy to language educators who make instruction of theories to graduate students easier; second, it provides insights to language and content area teachers on teaching across the curriculum by using picture books; third, it suggests how teachers can pair other learning mediators with picture books to improve student learning.
Yang Gao; William P. Bintz. Using Picture Books as Paired Texts to Teach Educational Theories. The Clearing House: A Journal of Educational Strategies, Issues and Ideas 2015, 88, 146 -149.
AMA StyleYang Gao, William P. Bintz. Using Picture Books as Paired Texts to Teach Educational Theories. The Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2015; 88 (5):146-149.
Chicago/Turabian StyleYang Gao; William P. Bintz. 2015. "Using Picture Books as Paired Texts to Teach Educational Theories." The Clearing House: A Journal of Educational Strategies, Issues and Ideas 88, no. 5: 146-149.
Mathematical communication has been an important feature of standards documents since National Council of Teachers of Mathematics’ (NCTM) (1989) Curriculum and Evaluation Standards. Such an emphasis has influenced content standards of states from then to present. This study examined how effective the prevalence of various forms of mathematical communication in 2009 state standards documents was in regard to National Assessment of Educational Progress (NAEP) 2009 achievement scores for Grade 4. Analysis suggests mixed results with potential implications as states move toward fully implementing the Common Core State Standards in Mathematics. Specifically, although including language requiring mathematical descriptions from students had a positive effect on Grade 4 NAEP 2009 achievement scores, including language requiring rationales and justifications was not found to have a statistically significant effect.
Karl Wesley Kosko; Yang Gao. Mathematical Communication in State Standards Before the Common Core. Educational Policy 2015, 31, 275 -302.
AMA StyleKarl Wesley Kosko, Yang Gao. Mathematical Communication in State Standards Before the Common Core. Educational Policy. 2015; 31 (3):275-302.
Chicago/Turabian StyleKarl Wesley Kosko; Yang Gao. 2015. "Mathematical Communication in State Standards Before the Common Core." Educational Policy 31, no. 3: 275-302.