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CURRICULUM VITAE

Jun Liu, Ph.D.

Associate Provost for International Initiatives Georgia State University junliu@gsu.edu professorjunliu@gmail.com

http://www.junliu.drupalgardens.com

__________________________________________________________________ Employment 2011 – date Associate Provost for International Initiatives, Georgia State University 2011 – date Professor of Applied Linguistics, Georgia State University 2010 – 11 Assistant Vice Provost, Global Initiatives, University of Arizona 2008 – 11 Director, The Confucius Institute at the University of Arizona (CIUA) 2007 – 11 Head of English Department, University of Arizona 2007 –11 Professor of English, University of Arizona 2003 – 07 Associate Professor, English Language/Linguistics (EL/L), Department of

English, Second Language Acquisition and Teaching (SLAT) Interdisciplinary Program, University of Arizona

1998 – 03 Assistant Professor, English Language/Linguistics (EL/L), English Department, Second Language Acquisition and Teaching (SLAT) Interdisciplinary Program, University of Arizona

1997 – 98 Visiting Assistant Professor, Foreign and Second Language Education, School of Teaching and Learning, The Ohio State University

1996 – 97 Academic Program Specialist, ESL Composition Program, The Ohio State University

1982 – 91 Lecturer, English Department, Suzhou University, Suzhou, China Education 1996 Doctor of Philosophy, Foreign and Second Language Education, The Ohio State

University, Columbus, Ohio 1989 Master of Education, Curriculum and Instruction, East China Normal University,

Shanghai, China 1982 Bachelor of Arts, English Language and Literature, Suzhou University, Suzhou,

China.

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University Administrative Experience 2011 – Present Associate Provost for International Initiatives at Georgia State University Reporting directly to the Provost and President, this position entitles me to lead the University's international strategic initiatives as outlined in the 2011 University Strategic Plan, including coordination of the development of sustainable partnerships with urban universities throughout the world and support for faculty to strengthen global experiences for students, particularly with respect to their proficiency in other languages and cultures. As Senior International Officer (SIO) at GSU, I am also responsible for the all the international initiatives, projects, and programs as well as international affairs of the university with 32,000 students and close to 3000 faculty and staff (need to verify the no. of faculty and staff). Among the accomplishments:

• Re-organized and streamlined operation of the Office of International Initiatives that includes Offices of International Agreements and Partnerships, International Strategic Planning and Development, Study Abroad Programs, International Student & Scholar Services, and the Confucius Institute.

• Developed Strategic Plan for Office of International Initiatives in alignment with the

University’s Strategic Plan (2011-2016).

• Formed emerging-market task forces by involving more than 120 faculty across campus to undertake initiatives in five strategic countries: Brazil, China, South Africa, South Korea, and Turkey.

• Lead campus-wide efforts to promote the importance of international education to

faculty, students, and the general public throughout the year, and in particular, during the International Education Week (IEW).

• Supported faculty in internationalizing teaching curricula and program offerings and in

collaborative research on global issues, and successfully implemented Global Education Initiatives (GEI) through a GEI Committee.

• Assured compilation and dissemination of information on faculty/student involvement in

research and teaching in other parts of the world in association with the Office of Institutional Research.

• Guided the development of university-level partnerships and assisted in developing

partnerships at the college and department levels, and promoted cross-college connections with international partners.

• Secured sources of funding for international initiatives (i.e., International Strategic

Initiatives), research grants and travel awards for faculty that generated $$$ external

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funding. (Need to verify the no.)

• Participated in national and international organizations (AIEA, NAFSA, and IIE) that promote global connections and awareness both to connect Georgia State University with new opportunities and also to influence funding and policy strategies in these organizations.

• Worked closely with Deans of College of Arts and Sciences, Robinson College of

Business, Andrew Young College of Public Studies, College of Education, College of Law, Institute of Public Health, School of Nursing, and Honors College in support of their international initiatives and cross- campus collaborations.

• Liaised with University Relations, Admissions, Legal Affairs, and other Associate

Provosts and Vice Presidents in charge of Academic Affairs, Institutional Effectiveness, Strategic Planning, Research and Development, Faculty Affairs, and Student Affairs across campus on all issues related to international initiatives on campus.

• Networked with local communities such as World Affairs Council, Atlanta Chamber of

Commerce, National Association of Chinese Americans, Georgia China Alliance, World Trade Center, Carter Center, World of Coco Cola, UPS, Fulton County Major’s Office, Atlanta City Council, among others.

• Networked with General Councils of Brazil, Turkey, China, South Africa, Korea, Liberia,

South Africa, Core d’Ivoire, among others, in gaining their support and resources to help GSU reach out to the respective countries.

• Developed strategies in recruiting more international students, offering more online

courses for partner university students, and exploring innovative models of peer collaboration in Study Abroad Programs, as well as new revenue-generating models to benefit faculty and students.

• Developed and designed promotional materials for GSU to attract more international

students.

• Designed GSU Summer Institute (2013) to attract more international students to and to benefit more GSU students to have international experience at home.

• Supervised Confucius Institute in its strategic planning and strategic implementation of

its major projects. Won the 2013 Excellent Confucius Institute Award by CI Headquarter and Hanban.

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2010-11 Assistant Vice Provost for Global Engagement at University of Arizona University of Arizona established an office of Global Engagement in 2011 to be charged by Vice Provost, and I was appointed to assist all the initiatives, esp. initiatives in Asia. Among the accomplishments:

• Supported Vice Provost in identifying talent, expertise, resources, and experience of UA faculty doing research in or with countries in Asia.

• Coordinated UA faculty think tank on international research and initiatives in Asia.

• Liaised with Hanban on behalf of University of Arizona in identifying resources for

projects that enabled CIUA to be a lead CI among all CIs in the United States in teacher training and teacher development.

• Coordinated the CI Consortium in the United States with Hanban.

• Networked with major partner universities in China, Korea, Indonesia, Malaysia,

Singapore, Philippines, Cambodia, and Vietnam.

• Coordinated training programs for New Oriental School teachers at University of Arizona.

• Lead delegations with President and Vice Provost to network with Office of Chinese

Language Teaching International, Ministry of Education, and a dozen partner universities in China.

2007-11 Head of English Department at University of Arizona Department of English at University of Arizona is one of the two largest departments on campus (about 60 tenured and tenure-track faculty), serving the largest number of students in the university. It is one of the most highly productive units on campus in terms of research and production of PhDs, and is internally complex, housing four outstanding graduate programs (i.e., literature, creative writing, linguistics, and rhetoric and composition) and the undergraduate writing program. It is larger than some whole colleges in the university, and equal in complexity, making my position comparable in many respects to that of a dean. Among the accomplishments:

• Oversaw the administration and management of Literature Program, English Language/Linguistics Program, Rhetoric and Composition Program, Creative Writing Program, College Composition Program, Honors Programs, and Graduate Studies Program, and Central Administrative Office of the Department.

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• Lead the Department through the budget crises (2009-2010) by streamlining resources, combining positions, restructuring the Central Office, eliminating positions, and generating revenue through non-degree programs, successfully meeting the budget cuts $500,000 while maintaining morale and supporting excellence.

• Hired 11 faculty during my tenure as Head and maintained the retention rate of 100%.

• Formed and supervised several key committees to address important issues in salary

equity, graduate students job placement, and annual performance review.

• Lead the Department to administrative restructuring in response to Responsibility Management Center.

• Lead the faculty workload readjustment to encourage non-research productive faculty to

teach more courses to reach their fullest potential.

• Revised policy regarding faculty request for leave of absence to minimize the excessive continued absence of faculty during regular semesters.

• Created policy to incentivize junior faculty by giving them one semester curriculum leave

during their first six years and providing them with professional development opportunities to go to present papers in professional conferences twice a year.

• Launched a certificate program to train English teachers from China to experience

academic environments in American universities and communication in multicultural settings. As a result, this program helped the department generate $250,000 over a span of four years to support faculty research and travel expenses for academic conferences.

• Lead curricula innovation committee to examine the undergraduate curriculum

holistically and merged content courses with core courses. This integration of freshmen composition courses with 300-level literature courses not only improved students’ writing abilities, but it also prepared the students for success in upper-division coursework.

• Developed and sustained a Fall First Friday Lecture Series to have one faculty and one

graduate student from different programs to co-present a theme-based research projects to create interdisciplinary synergy and academic dialogues.

• Lead UACare Fundraising efforts every year during my tenure as the Head and won the

Perpetuate Award (2010) for generating the most fund (USD 23,500) as a single Department across campus.

• Generated USD 200,000 for the English Department through Li-Kashing Foundation in

2007 and 2008, respectively.

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2008-2011 Founding Director of Confucius Institute at University of Arizona Confucius Institute at the University of Arizona was founded in 2008 with its focus on teacher training and teaching materials development. As its Founding Director, I maintained an active profile while concurrently serving as Head of the English Department. Among the accomplishments:

• Coined the term TCSOL (Teachers of Chinese to Speakers of Other Languages), which is widely accepted in the field around the world.

• Lead a team of 40 experts including professors from Columbia University, University of Hawaii, The Ohio State University, University of Iowa, Kenyon College, University of Arizona, Beijing University, Beijing Language and Culture University, East China Normal University, Beijing Normal University, among others, in developing Standards for Teachers of Chinese to Speakers of Other Languages (TCSOL), a milestone for Hanban (The Office of Chinese Language Teaching International) to be used as benchmark for certifying Chinese language teachers around the world.

• Lead a team of 30 experts in designing and developing Professional MEd curricula and

courses for the field, which are now used in more than 80 degree programs in China.

• Lead a team of 10 experts in developing a Guidebook for TCSOL Standards to be used for teacher training by Hanban to be implemented in teacher training programs

• Designed and ran successfully the first ever Task-based Teacher Training Program in

Beijing, recognized as the leading model for teacher training in the field of TESOL by CCTV, a leading public TV station and Hanabn.

• Organized numerous cultural events and activities, such as Chinese New Year

Celebration, Best Photo Exhibits, Intercultural Communicative Competence Conference, Chinese Marshal Arts Appreciation, Talent Show, Book Exhibits, and Chinese Language and Cultural Lecture Series.

2003-07 Executive Director of English Language Center at Shantou University in China English Language Center was founded in August 2003. The Language Center has recruited half of its faculty from abroad, and has taken on the responsibilities of English teaching for the entire campus community about 7000 students, including English-major students and graduate students, within the newly designed curriculum of the university's credit-bearing system. Language Center at Shantou University is dedicated to teaching excellence and providing a supportive language learning environment, in which students can develop their communicative competence and critical thinking strategies through both curricula and co-curricula activities in a vibrant, creative, and intellectual community. It is committed to bringing the best English

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environment to our students at Shantou University, and it brings creative ideas, valuable opinions, and constructive suggestions from the campus community to reach the goal. Among the accomplishments:

• Established English Language Center as its Founding Director at the invitation of Li-Kashing Foundation to create a model of English Language Teaching in China.

• Hired more than 60 English Teachers around the world over the span of four years to

change the dynamics of teacher profile.

• Created professional development opportunities for ELC teachers to visit other universities in Hong Kong, Macau, Shenzhen, Guangzhou, Xiamen, once or twice a year.

• Designed new curriculum that accommodates all students according to their English

Proficiency and individual abilities to maximize and personalize their learning experiences.

• Developed placement system including on-line spoken English testing system, Task-

Based English Speaking Test (TBEST) to be used upon students’ enrollment, which has later been commercialized in China and US.

• Lead a team of 40 faculty in designing and developing a Companion book series to North

Star textbook series published by Tsinghua University Press, a leading publisher in China

• Developed elective courses beyond the required English courses to give individual learners more opportunities to enhance their English abilities.

• Launched annual journal “Review of Applied Linguistics” to feature articles, case

studies, reviews, and mentoring columns in ELT in China.

• Initiated “Conversation Series” featuring experts in all walks of life by hosting live interviews on topics varying from politics, law, finance, education, science, environment, and so forth to give students opportunities to interact with experts in English.

• Designed and developed Center of Independent Language Learning (CILL) to provide

opportunities for students to access resources, discuss issues, receiving tutoring sessions, conducting mock interviews, and listening, reading, and viewing materials in state-of-the-art facility.

• Built and expanded co-curricula activities through English Corner, English Lounge,

Creativity Expression Club, Reading Club, Public Speaking Club, Poetry Club, among others to provide students ample opportunities to practice their English through meaningful interaction and communication.

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• Won the Shantou University Teaching Excellence Award in 2004, and Guangdong Province Teaching Excellence Award in 2005, being runner-up for the National Award of Excellence in Teaching in 2006.

• Produced many Shantou University students to win national and regional competitions

(i.e., 2nd Place winner at the 10th 21st Century “SFLFP Cup” National English Speaking Competition in 2005, a 1st place winner at the Thirteenth 21st Century “Lenovo Cup” National English Speaking Competition in 2008.

Association Leadership Experience 2001-04 Board Member, TESOL, Inc.

• Served on the Board of Directors for TESOL International (Teachers of English to Speakers of Other Languages, http://www.tesol.org), a 501c(3) association established in 1966 with more than 12,000 members in more than 140 countries. As Member at Large, I served as Board liaison for all TESOL Causes, Special Interest Groups, Publications Committee, Membership Committee, Research Task force, Awards Committee, and Affiliates.

2006-08 President, TESOL, Inc.

• Served as President of TESOL as the first Nonnative English Speaking President. During my TESOL Presidency, I worked closely with the board members and Central Office staff, networked with over 100 TESOL affiliates around the world, lobbied legislators in the United Nations and Congress, spoke at many conferences and symposia, issued TESOL policies, and contributed to and implemented TESOL’s strategic plans. I was given the nickname of “TESOL’s Global President,” as I travelled extensively during my presidency to more than 20 countries to empower nonnative English speakers, who are the majority of English language teachers in the world.

2009-Present Vice President, ISCLT

• Serve as Vice President by ISCLT (International Society of Chinese Language Teaching, http://www.shihan.org.cn/) based in Beijing, China. I developed Standards for Chinese Language Teachers around the world, and I designed curricula for MA TCSOL Programs. I also contributed to the international network of Confucius Institute, with more than 430 Confucius Institutes in more than 80 countries around the world.

2009-Present Board of Trustee, TIRF

• Serve on the board for TIRF (The International Research Foundation for English Language Education, http://www.tirfonline.org/), a nonprofit organization whose mission

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is to generate new knowledge about English language teaching and learning (2009 – present)

Honors, Grants, and Awards 2012 Presidential Fellowship, Association of International Education Administrators

(AIEA) 2012-2013 2010 Hanban (Office of Chinese Language Teaching International) TCSOL (Teachers

of Chinese to Speakers of Other Languages) Research Grant 2009 Hanban Grant for developing the Guidebook for TCSOL Standards

The State Department English Language Specialist Program Award 2008 Hanban Grant for Confucius Institute at the University of Arizona 2007 – 08 Hanban Grant for developing Standards for Teachers of Chinese to Speakers of

Other Languages 2006 Li Ka Shing Foundation Research Fund 2005 Li Ka Shing Foundation Research Fund 2004 COH Career Development Fund, College of Humanities, University of Arizona 2002 National Academy of Education/Spencer Postdoctoral Fellowship COH Career Development Fund, College of Humanities, University of Arizona 2001 American Educational Research Association (AERA) Postdoctoral Research

Grant (see details in grants and contracts) 1999 Teachers of English to Speakers of Other Languages (TESOL) Newbury House

Award for Excellence in Teaching TESOL Professional Development Scholarship

1995 Graduate Student Alumni Research Award, The Ohio State University 1994 TESOL Award, The United States Information Agency (USIA) Travel Grant 1993 Outstanding Research Paper Award, Seventh Graduate Research Forum, The

Ohio State University 1989 Award for Teaching Excellence, Suzhou University, Suzhou, China 1985 Provincial Award for Excellence in University Research, Jiangsu, China

Major Professional Services 2012 – date Member, Professional Development Committee (AIEA) 2010 – date China Representative, Teachers of English to Speakers of Other Languages, Inc.

(TESOL) 2009 – date Member, Board of Trustees, The International Research Foundation for English Language Education (TIRF) 2009 – date Vice President, International Society of Chinese Language Teaching (ISCLT) 2006 – date Senior Advisor, Office of Chinese Language International (Hanban) 2007 – 08 Past President, TESOL 2006 – 07 President, TESOL 2005 – 06 President-Elect, TESOL 2004 – 05 TESOL Representative in China

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2003 – 08 Executive Director, English Language Center, Shantou University, PRC 2001 – 04 Director At Large, TESOL Board of Directors 2003 – 04 Board Liaison, Task Force for Reconfiguring the TESOL Board of Directors 2003 – 04 Board Liaison, TESOL/McGraw Hill China-specific English Teacher Standards

Project 2003 – 04 Member, TESOL Operations Committee 2003 – 04 Member, TESOL International Initiatives Committee 2003 – 04 Chair, TESOL Caucus Coordinating Committee (CCC) 2002 – 03 Acting Chair, TESOL CCC 2002 – 04 Chair, TESOL Ad Hoc Committee on Board Reconfiguration 2001 – 04 Director at Large, TESOL Board of Directors 2001 – 04 Member, TESOL CCC 2001 – 04 Board Liaison, TESOL Publications Committee 2000 – date Co-editor for Michigan Series on Teaching Multilingual Writers 2000 – 01 Chair, TESOL Nonnative English Speakers in TESOL (NNEST) Caucus 1999 – 00 Chair-Elect, NNEST 1999 – date Manuscript/book reviewer for

Modern Language Journal Assessing Writing Reflections on English Language Teaching Asian Journal of English Language Teaching English for Specific Purposes: An International Journal Journal of Second Language Writing Language Learning TESOL Journal TESOL Quarterly Ohio TESOL Newsletter Current Issues in Education University of Michigan Press Lawrence Erlbaum Associates Cambridge University Press University of Hong Kong Press Hong Kong Commercial Press The Continuum Publishing International Group Ltd. Higher Education Research and Development Social Sciences and Humanities Research Council of Canada Journal of Confucius Institutes

Publications Scholarly books and monographs

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2010 Continuum Companion to TESOL Contracted with Continuum International Publishing Group (on-going project)

Best English School Teachers (BEST)

Contracted with Cengage Learning (on-going project) 2008 The Common European Framework of References for Languages: Learning,

Teaching, Assessment. The Council of Europe (lead translator from Chinese to Chinese), Foreign Language Teaching and Research Press, Beijing, China, Dec. 2008

2007 English Language Teaching in China: New Perspectives, Approaches, and

Standards. The Continuum International Publishing Group Ltd., London, 425 pp.

2002 Peer Response in Second Language Writing Classrooms. Michigan University Press, Ann Arbor, MI. (co-authored with J. Hansen). 182 pp.

2001 Asian Students’ Classroom Communication Patterns in U.S. Universities. Greenwood Publishing Group, Inc. Westport, CT. 270 pp. The following textbooks and teacher resource books were published in China:

2007 Studying in the United States: Strategies and Cultural Implications. Tsinghua

University Press, Beijing, China. (co-authored with Wei Wang). 228 pp. 2007 Communication Strategies (Books III and IV). Cengage Publishing 2006 NorthStar Student Companion Books (1-5). Tsinghua University Press. Beijing,

China (chief-editor, and collaborated with 30 teachers at English Language Center, Shantou University, PRC). 1000 pp.

1992 English Conversation for Businessmen. China Radio and TV Production Press.

Beijing, China. (co-authored with W. Wang). 130 pp. 1991 Manual of High School English Teachers in China. Hunan Education Press.

Hunan, China. (co-edited with T. Wu et al.). 551 pp. 1990 English Methodology. Higher Education Press, Beijing, China. 1990 (co-authored

with C. T. Wu et al.). 300 pp. Reading Comprehension. Zhejiang Education Press. Zhejiang, China. 1990 (co-authored with S. H. Wan et al.). 221 pp. A Collection of English Games. People’s Education Press. Beijing, China. 1990. 145 pp.

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1989 Cloze Test 100. Translation Publishing House. Shanghai, China. 1989. 160 pp.

Chapters in scholarly books and monographs 2011 Complexities and Challenges in Training Nonnative English-Speaking Teachers:

State of the Art. In R. Stroupe & K. Kimura. Ed., English Language Teaching Practice in Asia. Phnom Penh, CamTESOL, IDP Education Pty Ltd. Pp.192-202.

2010 Adaptive Cultural Transformation: Quest for Dual Identities. In D. Nunan and J.

Choi. Ed., Language and Culture: Reflective Narratives and the Emergence of Identity. New York: Routledge. Pp. 125-130.

2005 Chinese graduate teaching assistants teaching freshman composition to native

English speaking students. In E. Llurda. Ed., Non-Native Language Teachers: Perceptions, Challenges, and Contributions to the Profession. Boston, MA: Springer. Pp. 155-177.

Understanding Models in L2 Writing. Selected Papers from the Fourteenth

International Symposium and Book Fair on English Teaching. Taiwan, Nov. 11-13. Pp. 91-102.

When group work doesn’t work: How can I engage students who don’t participate? Review of Applied Linguistics in China (RALC), Pp. 106-117. Co-authored with Liping Gao.

2004 Confessions of a Nonnative English-speaking professional. In L. Kamhi-Stein, Ed., Learning and Teaching from Experience: Perspectives on Nonnative English Speaking Professional. Ann Arbor: University of Michigan Press. Pp. 35-47.

2002 Process drama in second/foreign language classrooms. In G. Brauer, Ed.,

Body and Language: Intercultural Learning Through Drama. Greenwood Publishing Group Inc. Pp. 147-65.

2001 My writing from Chinese to English: Cultural transformation. In D. Belcher & U. Connor, Eds., Reflections on Multiliterate Lives. Clevedon, UK: Multilingual Matters. Pp. 121- 31.

1999 From their own perspectives: The impact of NNS professionals in ESL on their

students. In G. Braine, Ed., Voices and Visions: Non-Native Educators in ELT. New Jersey: Lawrence Erbaum Associations, Inc. Pp. 159-76.

1998 Peer reviews with the instructor: Seeking alternatives. In J. C. Richards, Ed.,

Teaching in action: Case studies from second language classrooms. Alexandria, VA: TESOL. Pp. 236-40.

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Helping two advanced ESL learners improve English speaking abilities. (Co-authored with K. Samimy). In J. C. Richards, Ed., Teaching in action: Case studies from second language classrooms. Alexandria, VA: TESOL, 1998. Pp. 321-24.

Refereed journal articles 2011 A new model in English Language Teaching in China: The case of Shantou

University. Chinese Journal of Applied Linguistics (Quarterly) Vol. 34(3), 39-53, co-authored with Liangrong Xiao.

2010 Survey report on guest Chinese teachers in USA. Confucius Institute, Beijing,

China Vol. 1(3), 39-43. An empirical research of writing feedback based on anonymous feedback in an

EFL context. Foreign Language Learning Theory and Practice, Vol. 131(3), 44-49, co-authored with Y.T. Xu.

2009 Reconceptualizing foreign language teaching methods in the new era. Confucius

Institute, Beijing, China Vol. 1(1), 102-08. 2006 Designing instruments for Chinese students’ aptitude test. Foreign Languages in

China, Co-authored with Nan Jiang. Vol. 6 (3), 56-64. 2005 Exploring the nature of silence of Chinese students in American classrooms.

Modern Foreign Languages (Quarterly). 28(4), 393-402, co-authored with Joanne Zhong (published in Chinese)

Is “the earlier, the better”? Investigating the effects of earlier English education in China. Foreign Languages in China. 2(1), 1-8. Guiding principles for effective peer response. ELT Journal, 59(1), 31-38, co- authored with J. Hansen.

2004 Critical Period Hypothesis revisited. Shantou University Forum, 23(4), 56-66. (Published in Chinese)

Effects of comic strips on the reading comprehension of adult ESL learners. TESOL Quarterly, 38(2), 225-44. Co-constructing academic discourse from the periphery. Asian Journal of English Language Teaching Volume 14, 1- 22.

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Methods in the post-methods era: report on an international survey on language teaching methods. International Journal of English Studies. 4(1), 137-152.

2003 The effect and affect of peer response in electronic versus traditional

modes on ESL writers’ revisions (co-authored with Randy Sadler). Journal of English for Academic Purposes 2(3), 193-227.

2002 Negotiating silence in American classrooms: Three Chinese cases. Language and Intercultural Communication. 2(1), 37-54, June 2002.

Reconceptualizing English language teaching in the 21st century. Foreign Language Teaching in Schools (FLTS), 25(1), 7-11, & 25(2), 1-5, 2002.

2001 Confessions of a nonnative English-speaking professional. CATESOL Journal, 13(1), 53-58, 2001.

Constructing Chinese faces in American classrooms. Asian Journal of English Language Teaching, 11, 1-18, October 2001.

2000 The power of Readers’ Theater: From reading to writing. ELT Journal, 54(4), 354-61, October 2000.

Understanding Asian students’ oral participation modes in American classrooms. Journal of Asian Pacific Communications, 10(1), 155-89, 2000.

1999 Methodological options for language classroom teacher-researchers. Journal of Intensive English Studies, 13, 19-33, Spring/Fall, 1999.

Nonnative English-speaking professionals in TESOL. TESOL Quarterly 33(1), 85-102, Spring, 1999.

1997 Social identity and language: Theoretical and methodological issues (Co-authored with J. G. Hansen). TESOL Quarterly, 31(3), 567-75, Autumn, 1997.

A Comparative study of selected United States and Japanese first-grade mathematics textbooks. (Co-authored with K. Samimy). Focus on Learning Problems in Mathematics. 19(2), 1-13, Spring, 1997.

1996 Factors affecting oral classroom participation of international graduate students in ESL settings. (Co-authored with L. F. Kuo). Educational Research Quarterly, 19(4), 43-62, 1996.

Culture transformation: Presenting Chinese culture as an insider. Ohio Journal of the English Language Arts (OJELA), 67-72, Spring/Summer Issue, 1996.

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Educating Japanese teachers in the twenty-first century. (Co-authored with K. Samimy and Y. Saito). AAJ Occasional Papers, 1, 1-24, Summer, 1996.

1995 Educating Japanese language teachers for the twenty-first century: An interview with experts in teacher education. (Co-authored with K. Samimy, & Y. Saito).

Proceedings of the 1995 ATJ Conference on literature, language and pedagogy (20-33). Middlebury: The Association of Teachers of Japanese, 1995.

1994 Introducing jokes into the language classroom. Ohio TESOL Newsletter, 19(1), 15-8, Winter, 1994.

GAMBARE, AMAE and GIRI: A cultural explanation for Japanese children’s success in mathematics. (Co-authored with K. Samimy & K. Matsuta). Journal of Mathematical Behavior, 13(3), 261-71, September 1994. Jokes? Yes, jokes! Reflections of the Ohio Drama Education Exchange, 1-14, March 1994.

1990 Functional analysis of music in Suggestopedia. Media in Foreign Language Instruction. December 1990. 10 pp.

Understanding the eclectic approach -- the trend in TEFL. University Education FORUM, April 1990. 6 pp.

1989 The effective foreign language teaching through authentic listening. Audio-Visual Foreign Language Teaching, November 1989. 12 pp.

Two crucial points on TEFL in the past forty years in China. English Teaching & Research Notes (ET&RN). October 1989. 7 pp. Inference--a process in learning and using a language. Research Notes on Foreign Language Teaching Methodology in North China. July 1989. 13 pp. Helping EFL students write effectively. English Coaching. June 1989. 8 pp. Introduction to the reform movement in TEFL. ET&RN. June 1989. 11 pp.

1988 Theory and practice in TEFL in China. Higher Education FORUM. December 1988. 15 pp.

Language arts and audio-visual approach. High School English Teaching Notes. August 1988. 6 pp.

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The International Phonetic Alphabet and its use in TEFL in China -- marking the celebration of its 100th anniversary (1888-1988). Foreign Languages. September 1988. 13 pp. Reflections on the experimental research on Suggestopedia. ET&RN. April 1988. 14 pp. An analytical review of recent TEFL publications in China. ET&RN. March 1988. 10 pp.

1986 On the reform of TEFL in Chinese schools. Foreign Languages World. April 1986. 8 pp.

An experimental research report on Suggestopedia as applied in a Chinese school.

ET&RN. January 1986. 12 pp.

1985 On the principle of utilizing the native language in FLT. Fujian Foreign Languages. April 1985. 8 pp.

Maximizing the use of tape-recorders in language classrooms. English Teaching in Schools. April 1985. 6 pp.

1984 On the effectiveness of feedback in the language classroom. Jiangsu Education. March 1984. 6 pp.

Media 1988 Slides for high school English textbooks (780 slides in all). East China Normal

University. Shanghai, China. 1987 What a story! (2 cassettes accompanied by music). People’s Education Press,

Beijing, China.

English for fun (4 cassettes plus a book). Beijing Education Video/Visual Press. Beijing, China.

1986 Situational conversations (4 cassettes). Beijing Education Video/Visual Press. Beijing, China.

Editing 2010 – date Access Chinese. College Chinese Textbooks by McGraw Hill and FLTRP (on-

going project) Sunshine Chinese. Beginning Chinese Textbooks for Children. The Commercial

Press (on-going project)

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1997 – date Co-editor of Michigan Series on Teaching Multilingual Writers by University of

Michigan Press. As of Oct. 2010, 10 books were published in the series 2005 – 08 Editor of Review of Applied Linguistics in China (RALC), the first peer-refereed

all-English journal in China in the field of English Language Teaching Major research projects 2010 – 12 Revised TCSOL Standards Developing TCSOL Teacher Training Curriculum and Syllabus 2009 – 12 Developed APLUS Teacher Training Model and Teacher Certificate Programs for

Office of Chinese Language Teaching International (Hanban), Beijing, China 2008 – 09 Developed Guidebook for Standards for TCSOL by Hanban, Beijing, China 2006 – 08 Developed and published Standards for TCSOL by Hanban, Beijing, China as the

lead designer 2006 – 12 Developed standards for school English teachers in China (STEPSS) by MOE,

China 2003 – 08 Launched an innovative English Language Teaching Model in China at Shantou

University in China – a longitudinal study 2002 – 04 Conducted an empirical research Is “the earlier, the better”? Investigating the

effects of earlier English education in China, supported by the Spencer Foundation (September 1, 2002 – September 1, 2004)

2001 – 03 Investigating adaptive cultural transformation competence among Chinese students in an American university, supported by American Educational Research Association (September 2001- September 2003).

Scholarly Presentations Plenary, keynote, featured speeches, and invited talks 2013 ELT Tomorrow Plenary speech at IATEFL Annual Conference, April 11. Liverpool, England. Developing Strategic Sino-American Institutional Partnerships for Student Mobility Pre-conference workshop with W. Che, L. Chen, and Y. Wu at AIEA Annual Conference, February 17. New Orleans, LA. 2012 The Future of TESOL Plenary speech at OKTESOL Conference, November 9. Oklahoma City, OK.

How to Publish in Professional Journals? Workshop at 47th ASOCOPI Annual Conference, October 12. Tulua, Colombia.

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Classroom Encounters with Varieties of English Panel with R. Mora and C.H. Guerrero at 47th ASOCOPI Annual Conference, October 12. Tulua, Colombia.

Six Abilities for Future ELT Professionals Plenary speech at 47th ASOCOPI Annual Conference, October 11. Tulua, Colombia.

English Today and Chinese Tomorrow Keynote speech at the 3rd World University Confucius Institute Forum, September 8. Beijing, China. Becoming a Professional: Challenges and Opportunities Keynote speech at the 20th Annual Conference of Atlanta Association of Chinese Professionals, July 22. Atlanta, GA. I am Proud of Being a Nonnative English Speaking Professional Closing keynote at the 13th BrazTESOL National Convention, July 19. Rio de Janeiro, Brazil. English and the 21st Century Workforce: Issues in Curriculum Design, Assessment, Teacher Development, and Workforce Needs Opening Plenary with D. Nunan and K. Bailey at the 10th ABCI Conference, July 12. Sao Paulo, Brazil. The Heat of English in China Plenary Panel at the Cultura Inglesa & TIRF with K. Bailey, D. Nunan, and M. Carrier, July 11. Sao Paulo, Brazil.

The Future of TESOL

Closing Plenary at the 46th TESOL Convention, March 31. Philadelphia, PA. The Top Challenge of Chinese Teachers Teaching Chinese in American Schools

Plenary at 3rd Intercultural Communicative Competence Conference, CERCLL, Tucson, AZ, January 27. Tucson, Arizona.

2011 The Future of English Language Education Plenary at Bilingual Education Week at University of Norte, October 24. Barranquilla, Colombia. Adaptive Cultural Transformation: Quest for Global Citizenship Plenary at MIDTESOL, St. Louis University, October 21. St. Louis, MO.

Understanding Chinese Students in US Universities Invited talk at MIDTESOL, St. Louis University, October 21. St. Louis, MO.

19

Teaching English in China: Innovation and Creativity Invited talk at TESOL Symposium, Beijing Normal University, July 9. Beijing, China. Regional Perspectives on English: Current Status and Future Needs Invited panel discussion on behalf of The International Research Foundation for English Language Education (TIRF) with D. Nunan, A.S. Ramirez, and M. Carrier at TESOL Convention, March 17. New Orleans, LA.

2010 Teaching Chinese to Speakers of Other Languages: Challenges and Strategies Invited talk at East China Normal University, October 18. Shanghai, China.

English Language Teaching Next Plenary speech at the 1st International Forum of School English Language Teaching, October 16. Suzhou, China.

Secrets of Publishing Invited talk at Shanghai University of Finance and Economics, September 21. Shanghai, China.

The Future of English Language Teaching II: A Sequel Plenary speech at the English Australia (EA) Conference, September 16. Gold Coast, Australia Understanding ESL Students From China Invited talk at University of Queensland, September 15. Brisbane, Australia. Teaching and Learning: Strategies for Students from China Invited talk at Navitas, September 14. Sydney, Australia. The Current Status of Teaching Chinese to Speakers of Other Languages Invited talk at Beijing University of Languages and Cultures, August 16. Beijing, China. Teacher Development and Professionalism Invited talk at Beijing Foreign Studies University, August 3. Beijing, China. What is Cooking? State-of -the Art and the Future in TCSOL Invited Lecture Series (4) at Jilin University, July 22 – 24. Jilin, China. Preparing Today for Tomorrow: Teacher Standards and Teacher Development Invited lecture at Beijing Normal University, July 28. Beijing, China. The Future of English Language Teaching Plenary speech at the National Conference by National ELT Accreditation Scheme Limited (NEAS), May 12. Sydney, Australia.

20

Critical Period Hypothesis and World Englishes: Implications for ELT in China Plenary speech at the 4th National Symposium on SLA in China, Suzhou University, April 23. Suzhou, China.

What Is Being An English Teacher: Opportunities to Transform Tomorrow Today Plenary speech at the 5th International Conference on English Education Today for Tomorrow, Shantou University, April 17. Shantou, China.

What Is in Common: English Fever in China or Chinese Heat in America: Intercultural Communicative In/competence Plenary speech at the 2nd International Conference on the Development and Assessment of Intercultural Competence, CERCLL, January 30. Tucson, AZ.

2009 Mapping and Matching: The Interconnectedness of the Top 10 Elements in College English Teaching in China

Plenary speech at China Foreign Language Strategy Summit, Shanghai Foreign Language Studies, December 5. Shanghai, China.

Quantitative Research Qualitatively and Qualitative Research Quantitatively:

ELT Research in New Pathways Plenary speech at Chulalongkorn University Language Institute International

Research Seminar: ELT Research: Pathways to Teacher-Learner Empowerment in an EIL Context, November 23. Bangkok, Thailand.

Empowering Nonnative English Speaking Teachers in TESOL Invited speech at the National Seminar on Empowering Teachers of English as an

International Language, November 24. Bangkok, Thailand. Beyond Standards for Teachers of Chinese to Speakers of Other Languages Plenary speech at the 2009 Chinese Teaching Conference of Confucius Institutes

in the US and Canada, September 19. Portland, OR. APLUS – Introducing an Innovative Model of Training Chinese Language

Teachers for the World Market. Keynote speech at the 2nd International Conference of the Council of International

Society of Chinese Language Teaching, August 17. Kunming, China. Challenges and Strategies in Promoting Chinese Teacher Standards Invited speech at the Summer Training Camp of Chinese Teachers Teaching

Abroad, August 7. Jilin, China. Seven Tips in Intercultural Communication Invited speech at the Confucius Directors’ Seminar, July 25. Beijing, China.

21

What Does It Take to Maximize Your Experience Teaching Chinese Abroad? Invited Speech at the Summer Seminar for Chinese Teachers Teaching Abroad,

July 28. Nankai, China.

World Language Education around the Globe: What Can We Learn from One Another? From English Fever in China to Chinese Heat around the World.

Closing plenary (with J. Lo Bianco and S. Wang) at the 2nd National Chinese Language Conference, May 2. Chicago, IL.

Teacher Standards and Evaluation Invited presentation (with M. Abbott) at the 2nd National Chinese Language

Conference, May 1. Chicago, IL. Student Learning Outcomes: How to Benchmark Student Progress Invited presentation (with M. Abbott) at the 2nd National Chinese Language

Conference, May 1. Chicago, IL. Confucius Institutes as Resources Invited panel discussion (with S. Wachowicz, Z. Yong, R. Davis, and L. Xu) at

the National Chinese Language Conferences, May 1. Chicago, IL. TESOL Today: Central Ideas, Critical Issues, and Changes in Focus Invited colloquium with M. Pennington, J. Richards, A. Lin, and A. Burns at 43rd

TESOL Convention, March 28. Denver, CO. Beyond NNESTs Invited colloquium with C. Tardy, I. Lee, L. Moussu, L. de Oliveira, R. Kubota

and B. Brady at 43rd TESOL Convention, March 27. Denver, CO.

Research Matters? Strategies for Publication for NNS Faculty Invited speech at Vietnam National University, February 27. Hanoi, Vietnam. How Graduate Students Are Educated in US Higher Education? Secrets of

Graduate Studies Invited speech at Vietnam National University, February 27. Hanoi, Vietnam. Models in Teacher Development Invited speech at Vietnam National University, February 26. Hanoi, Vietnam. What is TESOL? Invited talk at Ministry of Education, February 25. Hanoi, Vietnam. How I Became TESOL President: A Motivational Speech Invited talk at SEAMEO, February 24. Ho Chi Minh City, Vietnam.

22

Issues in Teaching Academic Writing Invited talk at SEAMEO, February 24. Ho Chi Minh City, Vietnam. Current Trends in Language Teaching Methods Invited talk at SEAMEO, February 23. Ho Chi Minh City, Vietnam. Nonnative English Speaking Teachers in TESOL: The State-of-the Art Opening plenary at CamTESOL, February 21. Phnom Penh, Cambodia. Perspectives on Teacher Education and Professional Development Invited talk for English Language Fellows at US Embassy in Cambodia, February

20. Phnom Penh, Cambodia. Issues in Curriculum Development and Syllabus Design in EFL Contexts Invited talk at Institute of Foreign Languages, February 20. Phnom Penh,

Cambodia. 2008 Seven Challenges in Teaching Chinese as a Second/Foreign Language Keynote speech at the 7th Conference of International Society of Chinese

Language Teaching, December 17. Beijing, China. The Complexities and Challenges of Nonnative English Speaking Teachers Plenary speech at the 1st Symposium of ELT, New Oriental Education and

Technology Group, Inc., December 14. Beijing, China. From an EFL Learner to a TESOL Leader: Implications of Language Learners

vs. Users Plenary speech at the 33rd TESOL Italy Conference, November 13 – 14. Rome,

Italy. TESOL to TCSOL: Towards Globalization

Keynote at the 7th Board of Directors’ meeting of International Society of Chinese Language Teaching, September 1. Hangzhou, China.

Intercultural Communication and Intercultural Competence

Invited talk by Office of Chinese Language International, Beijing, July 28. Beijing, China

Teacher Standards and Teacher Development Invited talk by Office of Chinese Language International, Beijing, East China Normal University, June 23. Shanghai, China. TBEST, The Best Test: A New On-Line Testing System Keynote at the ELT Forum, April 5. Beijing, China.

23

What Makes a Good Language Learner or User? Plenary speech at the 28th Thailand TESOL International Conference, January 24. Khon Kaen, Thailand.

2007 Mapping and Matching: Exploring the Interconnectedness of the Seven Spheres

of Language Teaching Plenary speech at the 3rd International Conference on Language Education by Philippines Association of Language Teachers, December 5. Manila, Philippines.

Public Speaking Matters Keynote speech at the 6th English Festival at Shantou University, November 30. Shantou, China.

Introducing Two Benchmark Standards in China Invited speech by Office of Chinese Language Council International at ACTFL

2007 Annual Convention and World Languages Expo, November 16 – 18. San Antonio, TX. English Language Teaching Trends in China: Trends and Challenges

Featured speech at the 16th International by English Teaching Association, November 9 – 11. Taipei, Taiwan.

Building Communicative Competence through Listening and Speaking Invited talk at Shih Shin University, November 9. Taipei, Taiwan.

Chinese Language Education and Teacher Education: Insights from Research on ESL Invited speech at International Research Symposium on Chinese Language Education and Teacher Development by University of British Columbia, November 2. Shanghai, China. How to Become Successful English Teachers as Nonnative English Speakers? Invited talk at Hankuk University of Foreign Studies, October 29. Seoul, Korea. Is Motivation Necessary for the Success of Language Learning? Plenary speech at the 15th Annual KOTESOL International Conference, October 28. Seoul, Korea.

Cultural Transformation: From China to US, and Vice Versa Plenary speech at the Universal Forum of Cultures, October 2. Monterrey,

Mexico.

What Shapes ELT? Implications from Asia Plenary speech at the 5th International Congress by Association of National

University Professors in English (ANUPI), September 30. Mexico.

24

Peer Review in Asian Contexts: A Cultural Perspective Plenary speech at the 6th Symposium on Second Language Writing, Nagoya

Gakuin University, September 17. Nagoya, Japan.

Writing in Chinese and English: Cultural Perspectives and Rhetorical Challenges Plenary speech at the 3rd Biennial Conference on Intercultural Rhetoric and

Discourse: Multiple Literacies across Cultures, The Ohio State University, June 16. Columbus, OH.

Reconceptualizing Communicative Competence in English Language Education

Plenary speech at the 5th Asia TEFL, June 9. Kuala Lumpur, Malaysia. Collaborative Teaching in Second Language Writing Invited workshop by PELLTA, June 6. Penang, Malaysia.

Challenges Shaping the English Language Teaching and Learning in Asia Invited speech at The Second International CELC Symposium for English

Language Teachers, National University of Singapore, May 30. Singapore.

Realities, Challenges, and Promises: Promoting the Next Generation English of English Teachers in China

Plenary speech at the 5th International Conference on ELT in China, May 18. Beijing, China.

Competence of Communicative Incompetence

Invited speech at the 41st IATEFL Conference, April 19. Aberdeen, Scotland. From Shanghai to Seattle: Seven Stories

Presidential speech at the 41st Annual TESOL Convention, March 24. Seattle, WA.

Promising Asia and Unlimited Boundaries

Keynote speech at the 27th ThaiTESOL Convention and 6th Pan Asia Conference, January 27. Bangkok, Thailand.

2006 Launching a New Model of English Language Teaching in China

Invited talk at Shenzhen University, December 7. Shenzhen, China. Empowering Nonnative English Speaking Teachers in EFL Contexts Featured speech at TESOL Symposium in China, November 10. Shantou, China.

English Language Teaching Reform in China Invited talk by Tongji University, September 28. Shanghai, China. New Perspectives in English Language Teaching Invited talk by Nanjing Foreign Language School, September 26. Nanjing, China.

25

Teacher Education for Nonnative English Speaking Teachers in China Invited talk by the English Department at Nanjing University, September 26. Nanjing, China. Global Perspectives and Local Challenges Plenary speech at the 7th International ELT Symposium in Beihang and Hong Kong Polytechnic University, August 8 &13, Beijing and Hong Kong, China. What is TESOL? Invited talk by CamTESOL, July 26. Phnom Peon, Cambodia. TESOL and Its Impact in Asia Invited talk at PALT, University of Philippines, July 24. Dilliman, Philippines. Preparing for the Future: Research Orientation for Graduate Students in TESOL Opening plenary at Pearl Delta Graduate Student Conference, June 27. Macau, China. Public Speaking for Nonnative English Speakers Plenary speech at the Sixth 21st Century International English Language Teaching Forum, Chinese University of Hong Kong, April 5. Hong Kong, China.

Research Issues with Nonnative English Speaking Teachers

TESOL Arabia Conference, March 29. Dubai, United Arab Emirates. What Needs to be Done to Publish Your Research: Strategies and Tactics

Plenary speech at TESOL Arabia Research Forum, March 28. Dubai, United Arab Emirates.

TESOL’s Daring Strategic Plan Invited talk (TESOL Board Sponsored Session) with Sandy Briggs and Asyegul Daloglu at TESOL Convention, March 15. Tampa, FL.

A Case Study of an EFL Program in China Invited talk (spotlight session) at TESOL Convention, March 15. Tampa, FL. 2005 Where Do We Go from Here? Future Trends of English Education in China

Invited talk at Guangdong University of Technology, December 27. Guangzhou, China.

English Education in Mainland China: An Insider’s Perspective from Outside Invited talk at Hong Kong Institute of Higher Education, December 20. Hong Kong, China. Academic Writing for Publication Invited talk at Yuan Pei University, November 16. Taipei, Taiwan.

26

Empowering NNESTs Publish: Challenges and Opportunities Invited speech at Tsing Hua University, November 16. Taipei, Taiwan.

The Potential Problems with Earlier English Education in EF Settings Invited speech at Shih Shin University, November 15. Taipei, Taiwan. Linking Reading with Writing in L2 Invited workshop at the 14th International Symposium and Book Fair on English Teaching, November 13. Taipei, Taiwan. Models in L2 writing Featured speech at the 14th International Symposium and Book Fair on English Teaching, November 11, Taipei, Taiwan. Reading and Writing Connections Invited speech in Dongguan School District, November 7. Guangdong, China. The Power of Reading in Teaching and Learning English Invited speech in Zhongshan School District, November 6. Guangdong, China. TESOL is All Its Members Invited speech at the 3rd Asia TEFL, November 4. Beijing, China.

English Teacher Development in China: Trends and Directions Keynote speech at the 23rd Annual Conference by National Foreign Language Teaching and Research Association, November 3. Beijing, China. Teaching English in the Globe: New Concepts and Methods Plenary speech at the 3rd International Congress, ANUPI, October 1. Acapulco, Mexico. Publishing Your Research: Strategies and Investment Invited talk at Autonomous University, May 6. Toluca, Mexico. Because I am a Chinese… Featured speech at Thailand TESOL, January 20. Bangkok, Thailand.

2004 Understanding Language Anxiety and Strategies to Build Up Confidence Invited speech at Jimei Universty, December 3. Xiamen Province, China. The State-of-the-Art in Second Language Acquisition and Modern Technology in ELT Invited talk at Guangdong Polytechnic University, November 20. Guangzhou, China.

27

A New Model of English Language Teaching in China: The Case of Shantou University Keynote speech at the 4th Inter-provincial conference on ELT in China, November 19. Guangzhou, China. Trends in English Teacher Development Keynote speech at Henan English teachers’ conference, November 12. Jiaozuo, Henen, China. Trends in English Teacher Development in China Invited talk at Nanshang Foreign Languages School, September 18. Shenzhen, China. Critical Period Hypothesis (CPH) Retested. I Invited talk for the Hong Kong Association of Applied Linguists, May 20. Hong Kong, China.

Questing the Starting Age of English Learning in China.

Featured speech at the 4th International Symposium on ELT in China, May 22. Beijing, China.

A Report on a Needs Analysis Survey among College English Learners in China. Co-presented with Shirley Gao at International Conference on Tertiary/College English Teaching: From Theory to Classroom Practice, May 17 – 18. Hong Kong, China.

Is Anxiety a Necessary Roadblock for Chinese Learners of English? Plenary speech at the National English Language Teaching Forum, April 9. Wuhan, China. Effects of Earlier English Education in China. The 38th Annual TESOL Convention, March 31. Long Beach, CA. A Dialogue among AAALers and TESOLers about Research. Organized and presented with D. Nunan, K. Bailey, P. Duff, D. Larsen-Freeman, & T. Scovel at the 38th Annual TESOL Convention, March 31. Long Beach, CA. Past TESOL Leaders Envisioning the Future of TESOL. Co-organized with M. Romney and presented with M. Romney, J. Alatis, S. Briggs, C. Amorosino, A. Schlessman, & C. Ioannou at the 38th Annual TESOL Convention, April 1. Long Beach, CA. The future is in your hands. Opening speech for the 4th Annual Graduate Student Forum at the 38th Annual TESOL Convention, March 30. Long Beach, CA.

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Assessing Intercultural Communication. Invited to present with A. Cohen, L. Diaz-Rico, E. Klein, B. Witt, and N. Hess at the 38th Annual TESOL Convention, March 31. Long Beach, CA.

2003 Teaching English to Young Learners in China.

Plenary speech at 21st Century Weekly National English Speaking Contest of High School Students, December 10. Suzhou, China.

Issues of Bilingual Education in Chinese Schools. Keynote speech at National Bilingual Education Conference, December 6. Suzhou, China.

Content-Based and Task-Based Instruction in China. Invited talk at Suzhou Teachers College, December 5. Suzhou, China.

How Chinese Postgraduate Students Succeed at US Universities. Invited talk at Chinese University of Hong Kong, November 28. Hong Kong, China.

Is Silence Golden? Chinese silence in American Classrooms. Invited talk at Zhongshan University, November 7. Guangzhou, China. Current Trends in Teaching English around the World. Invited talk at Jiangzu Foreign Language School, October 30. Suzhou, China. “Is the earlier, the better?” Investigating the Effects of Earlier English Education in China. Invited talk at National Academy of Education/Spencer Foundation at Harvard Graduate School of Education, October 17. Cambridge, MA. Introduction to American Educational System and Suggestions for Educational Innovation in China. Invited talk in No. 2 Tuenxi Middle School, April 15. Anhui, China. Negotiating Chinese Silence in American Classrooms. Plenary speech at 21st Century International Forum on English Language Teaching, April 11. Nanjing, China.

American Professors’ Advice on Application Materials by Chinese students. Invited talk in Nanjing University of Forest, April 11. Nanjing, China. Coping Strategies of Chinese Students in American Universities. Invited talk in Nanjing University of Technology, April 9. Nanjing, China.

29

From an EFL Learner to an ESL Leader: Reflections in a Nonnative Voice Featured speech at the TESOL Convention in Baltimore, March 23. Baltimore, MD.

2002 Adaptive Cultural Transformation Competence: A Journal That Starts from Zero

Invited talk to students at Arizona International College, University of Arizona, October 28. Tucson, AZ.

Application of Content-based Instruction in China: Opportunities and Challenges Invited talk at Kunshan Experimental School, Jiangsu, September 29. Kunshan, China.

Teaching English around the World: Beyond Conventional Models Invited talk at Suzhou Foreign Language School, Jiangsu, September 28. Suzhou, China.

US Professors’ Reactions to Chinese Students’ Application Materials Invited talk at New Oriental School, Shanghai, September 27. Shanghai, China. New Developments in Teaching L2 Reading and Writing Invited talk in Wangshan School District, Anhui, September 24. Tunxi, China. L2 Reading and Writing Connections: A Model China Needs to Follow

Invited talk in Haidian Teachers Education College, September 21. Beijing, China.

Survival Skills of Chinese Students in US

Invited talk at Chaoyang Foreign Language School, September 20. Beijing, China.

Teaching English in China: Past, Present, and Future

Inaugural address at Second Language Acquisition and Teaching (SLAT) colloquia, University of Arizona, September 7. Tucson, AZ.

Current Trends in L2 Reading, Research and Teaching Featured speech at China Daily summer institute, August 3. Chengdu, China.

A Piece on Silence Plenary speech at AZTESOL, April 27. Tucson, AZ.

2001 Report on an International Survey on Language Teaching Methods SLAT colloquium, November. Tucson, AZ.

Language Teaching Methods in the 21st Century Keynote speech at the 12th Annual Convention of the National English Teaching and Research Association, October 12. Hangzhou, China.

30

2000 Constructing Chinese Faces in American Classrooms The 1st Friday Series in the English Department at the University of Arizona, November 9. Tucson, AZ.

Language Teaching Methods at Work Tohono O'odham Reservation, January 10. Sells, AZ.

1999 Second Language Acquisition – Reassessing Teaching Methods: What Works

Lincoln Elementary School, November 23. Nogales, AZ.

A Case of Five Cases: Methodological Options SLAT colloquium, September 20. Tucson, AZ.

Issues in ESL Writing A TESOL breakfast seminar (with D. Ferris and J. Reid) at TESOL Convention, March 24. New York, NY.

1997 Self-cultivation and Self-empowerment: From a TA to an Academic Program

Specialist A colloquium on NNS TESOL professionals (with G. Braine, S. Canagarajah, and M. Ode) at TESOL Convention, March 17. Orlando, FL.

Submitted (Colloquia, seminars, symposia, and conferences) 2010 TBEST: Oral Assessment for International Teaching Assistants in US Universities TESOL 2010 in Boston. (Other presenters include Autumn Witt and Karen Barto) 2003 Research into practice: the role of grammar in developing ESL materials and

conducting ESL classes. Board-sponsored session organized for TESOL 03 in Baltimore, Maryland. (Other panelists include Simon Borg, Doug Brown, Patsy Duff, Rod Ellis, Sue Jones, Michael McCarthy, and Jack Richards) Re/examining curricula in MA TESOL programs. Spotlight session organized for TESOL 03 in Baltimore, Maryland. (Other panelists include Kaithy Bailey, Donald Freeman, Karen Johnson, David Nunan, and Jack Richards) Dilemma in teaching English in China. Colloquium organized for TESOL 03 in Baltimore, Maryland. (Other panelists include Yafu Gong, Li Li, and Shaoqian Luo)

2002 Chinese female roommates: Developing adaptive cultural transformation

competence beyond classrooms in an American university. Knowledge and Discourse 2 (KD2). The University of Hong Kong, July 28

31

Publishing strategies for NNSs from two perspectives. Paper presented with D. Belcher at TESOL (April 2002) in Salt Lake City, Utah.

Current/recurrent issues in teaching multilingual writers. Colloquium with D. Belcher, M. Erickson, D. Ferris, L. Goldstein, and R. Kubota at TESOL (April 2002), Salt Lake City, Utah.

Dual perspectives on non-native speakers’ publishing strategies. Paper with D. Belcher at CCCC (March 2002), Chicago, Illinois.

Multilingual students and teachers connect: Literacies across the streets. Panel with G. Schwartz, B. Wang, and R. Sadler at CCCC (March 2002) in Chicago, Illinois.

2001 Co-constructing academic discourse from the periphery.

Paper presented at GURT (the Georgetown University Round Table) in Washington D.C. (March 2001).

NNES teachers teaching NES freshman composition. Paper presented at CCCC (March 2001), Denver, Colorado.

Issue in teaching multilingual writers. Colloquium organized and presented with U. Connor, J. Hansen, and A. Hirvela at TESOL (March 2001), St. Louis, Missouri.

Level-of-processing effects on ESL reading comprehension tasks. Paper presented at AAAL (March 2001) in St. Louis, Missouri.

An international survey on language teaching methods. Paper presented with J. Richards at TESOL (March 2001), St. Louis, Missouri.

Chinese TESOLers’ centripetal participation in scholarly publication. Colloquium organized and presented with W. Zhu, H. Sun, & D. L. Liu at TESOL (March 2001), St. Louis, Missouri.

2000 Research on Non-native English Speakers at TESOL.

Colloquium organized for TESOL (March 2000), Vancouver, British Columbia, Canada.

Issues in teaching MA TESOL methods courses. Colloquium organized for TESOL (March 2000), Vancouver, British Columbia, Canada (with J. Richards, R. Day, A. Burns, K. Johnson, D. Mendelson).

32

Comic strips and reading comprehension. Paper accepted for presentation at AAAL (March 2000), Vancouver, British Columbia, Canada.

1999 Testing the effects of comic strips on L2 learners’ reading comprehension.

Paper presented at Ohio TESOL conference (October 1999), Columbus, Ohio.

Enhancing L2 reading comprehension through comic strips. Paper presented at AZ-TESOL mini conference (September 1999), Tucson, Arizona.

The effects of Readers Theater on ESL writing. Paper presented at the 1999 TESOL Convention, New York, New York.

Empowering graduate students through author-reader networking. Colloquium organized and presented at 1999 TESOL Convention, New York, New York (with K. Bashir-Ali, H. Raymond, and S. Panferov).

1998 ESL students’ interaction beyond language classrooms.

Colloquium organized and presented at the 1998 TESOL Convention, Seattle, Washington (with D. Belcher, J. Hansen, D. Ferris, and J. Richards).

The effects of NNS professionals on ESL learners. Colloquium organized and presented at the 1998 TESOL Convention, Seattle, Washington (with E. Carreon, J. Hansen, D. Lee, M. Nzwanga, and M. Stephan).

Acculturation and SLA: Current research. Colloquium presented at the 1998 TESOL Convention, Seattle, Washington (with J. Hansen, S. Panferov, K. Samimy, K. Walsh, and J. Schumann).

Colloquium on literature and composition instruction. Colloquium presented at the 1998 TESOL Convention, Seattle, Washington (with D. Belcher, A. Hirvela, G. McDonald, and H. Pierson).

Readers’ Theater and literature-composition instruction. Panel presentation at the 1998 Conference on College Composition and Communication (CCCC), Chicago, Illinois (with A. Hirvela and D. Belcher).

1997 Beyond fossilization: A case study of two adult ESL learners.

Paper presented at 1997 Second Language Research Forum (SLRF), Michigan State University, East Lansing, Michigan.

Experiencing the power of Readers Theater in ESL classrooms. Workshop at Ohio TESOL Spring Conference (March, 1997) in Bowling Green, Ohio.

33

Social identity and literacy: Dual perspectives. Paper presented with J. Hansen at the 1997 AAAL Conference, in Orlando, Florida.

Current research on peer review in ESL composition (II). Colloquium organized and presented at the 1997 TESOL Convention, Orlando, Florida (with D. Belcher, J. Carson, G. Nelson, R. Clason, & M. Linden-Martin).

1996 Current research on peer review in ESL composition(I). Colloquium organized

and presented at the 1996 TESOL Convention, Chicago, Illinois (with D. Belcher, P. Kanet, M. Linden-Martin, C. Lockhart, and P. Ng).

The writing process of Chinese students in American universities from both Chinese and American perspectives. Paper presented at 1995 TESOL Convention, Long Beach, California (with C. Zeki), March 30, 1995.

1995 Peer reviews with the instructor: Seeking alternatives. Paper presented at the

Staff Development Session in ESL Programs, The Ohio State University, February 22, 1995, The Ohio State University.

Grants and Contracts 2010 Hanban TCSOL Research Grant ($100,000) 2009 Federal Assistance Award, US Department of State 2006 – 07 “Developing a new English Language Teaching model in China”, Innovative

Curriculum Development Research Grant ($70,000) by Li Ka Shing Foundation, September 2005. (PI, 100% effort)

2005 – 06 “Developing a new English Language Teaching model in China”, Innovative

Curriculum Development Research Grant ($35,000) by Li Ka Shing Foundation, September 2005. (PI, 100% effort)

2002 Is “the earlier, the better”? Investigating the effects of earlier English education

in China, a 2002-2003 National Academy of Education/Spencer Postdoctoral Fellowship ($50,000) by the Spencer Foundation, September 1, 2002. (PI, 100% effort)

Teaching methods, language skills, and learning contexts

A book contract signed in May 2002 with the University of Michigan Press

2001 Investigating adaptive cultural transformation competence among Chinese students in an American university, a research grant ($25,000) by American Educational Research Association, fall, 2001. (PI, 100% effort)

34

Reflective Research in the ESL/EFL classroom. A book contract signed in January 2001 with The Continuum International Publishing Group Ltd., London

2001 Foreign Travel Grant by International Affairs, University of Arizona, in Fall

1999 "Computerized writing resources for English as a Second Language (ESL)

students and instructors," a New Learning Environments and Instructional Technology Grant ($20,000) funded by University Learning Technologies Partnership Coordination Office in spring, 1999. (PI, 50% effort, with Randy Sadler and Paula Gunder).

"Teaching methods, language skills, and learning contexts -- Teachers' perceptions of language teaching in the 21st century," an Individual Research Grant ($3000) funded by HRI in Spring, 1999. (PI, 100% effort)

"Testing the effects of collaborative writing software on peer comments and revision in a mixed-section composition class in the COHLab," a HTI/HRI Joint Grant ($3000) funded by the College of Humanities in spring, 1999. (PI, 100% effort)

1998 "Testing the effects of comic strips on adult language learners," a small grant

($5000) funded by the Office of the Vice President of Research in Fall, 1998. (PI, 100% effort)