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Blog Entries


Building Language Bridges in University Bridging Programs
When I first joined an English bridging program as a teacher in Australia, I quickly learnt the unwritten rule: real learning happens in English. Even a stray browser tab showing Chinese text could raise eyebrows. I knew this because a coordinator reminded me that Chinese text should not appear in a classroom computer's browser history. I am Chinese-born and raised, and I felt like an imposter, as if my Chinese-ness was a liability that needed to be carefully managed.


Symbols, Language, and Changing Identities
La Alabarda (the halberd symbol of Trieste, Italy) has featured as a sticker on every car I have owned. I expect the symbol, a white lance on a striking red background, would be unfamiliar to most motorists who view it on my back windshield.


Translanguaging in Content-based Assessment
A few years ago, a multilingual student shared their experience of school assessment with me during a research project:


Who gets to be legitimate in the English classroom? A view from the inside
As an English language learner, migrant, and long-time TESOL practitioner, I have often found myself navigating the space between what is pedagogically sound and what is socially expected in English language classrooms—particularly in the Chinese context.


‘Hedging’ is Not Weakness: Understanding Language Choices Across Cultures
I remember the very first time I heard about hedging. It was during my master’s degree in the UK. In one particular class, where around 70% of the students were Chinese, our professor spent nearly 40 minutes trying to teach us how to hedge in our English writing.


Embracing home languages in class: A story of strength and growth (and hesitation)
The power of multilingualism in education is undeniable. However, while many schools celebrate the rich linguistic diversity that students bring, the reality is that embracing home languages in the classroom is still a challenge.
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