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Faculty of Humanities
Department of English Language Education
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Department of English Language Education

Prof LIN, Angel Mei Yi

Prof LIN, Angel Mei Yi

Chair Professor
Personal InformationQualificationsTeaching InterestsResearch InterestsSelected Publications AwardsProjects

Journal publications

  • Lin, A. M. Y. (2013) Towards paradigmatic change in TESOL methodologies: Building plurilingual pedagogies from the ground up.  TESOL Quarterly, 47, 3, pp. 521-54
  • Lin, A. M. Y. (2013). Classroom code-switching: Three decades of research. Applied Linguistics Review, 4(1), 195-218. DOI 10.1515/applirev-2013-0009
  • Motha, S., & Lin, A. M. Y. (2014). “Non-coercive rearrangements”: Theorizing desire in TESOL. TESOL Quarterly, 48(2), 331-359.
  • Lin, A. M. Y. (2014). Critical discourse analysis in applied linguistics: A methodological review.  Annual Review of Applied Linguistics, 34, 213-232. Doi: 10.1017/S0267190514000087
  • Lin, A. M. Y. (2015). Conceptualizing the potential role of L1 in content and language integrated learning (CLIL). Language, Culture and Curriculum, 28(1), 74-89. DOI: 10.1080/07908318.2014.1000926 
  • Lin, A. M. Y., & Wu, Y. (2015). ‘May I speak Cantonese?’- Co-constructing a scientific proof in an EFL junior secondary science classroom.  International Journal of Bilingual Education and Bilingualism, 18(3), 289-305. Doi: http://www.tandfonline.com/doi/full/10.1080/13670050.2014.988113  (SSCI Journal)
  • Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL Classrooms. Journal of Language, Identity and Education, 16(4), 228-244. DOI:10.1080/15348458.2017.1328283
  • Lin, A. M. Y., & Lo, Y. Y. (2017). Trans/languaging and the triadic dialogue in Content and Language Integrated Learning (CLIL) Classrooms. Language and Education, 31(1): 26-45.
  • Lin, A. M. Y. (2019). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 5-16. DOI: 10.1080/13670050.2018.1515175
  • Li, W., & Lin, A. M. Y. (2019). Translanguaging classroom discourse: pushing limits, breaking boundaries. Classroom Discourse, 10(3-4): 209-215. 2019, doi: 10.1080/19463014.2019.1635032
  • Wu, Y., & Lin, A. M. Y. (2019). Translanguaging and trans-semiotizing in a CLIL biology class in Hong Kong: Whole-body sense-making in the flows of knowledge co-making. Classroom Discourse, 10(3-4): 252-273. doi: 10.1080/19463014.2019.1629322
  • Lin, A. M. Y. (2020). From deficit-based teaching to asset-based teaching in higher education in BANA Countries: Cutting through ‘either-or’ binaries with a heteroglossic plurilingual lens. In S. Preece, & S. Marshall (Eds.), Special Issue: Plurilingual approaches to teaching and learning in Anglophone higher educational settings. Language, culture and curriculum. https://doi.org/10.1080/07908318.2020.1723927
  • Lo, Y. Y., Lin, A. M. Y., & Liu, Y. (2020). Exploring content and language co-construction in CLIL with semantic waves. International Journal of Bilingual Education and Bilingualism, 1-22. (corresponding author)
  • Darvin, R., Lo, Y. Y., & Lin, A. M. Y. (2020). Examining CLIL through a Critical Lens. English Teaching & Learning, 44(2), 103-108.
  • Cheng, M. W., Danielsson, K., & Lin, A. M. Y. (2020). Resolving puzzling phenomena by the simple particle model: examining thematic patterns of multimodal learning and teaching. Learning: Research and Practice, 6(1), 70-87.
  • Liu, J. E., & Lin, A. M. Y. (2021). (Re)conceptualizing “Language” in CLIL Multimodality, translanguaging and trans-semiotizing in CLIL. AILA Review 34:2 pp. 240–261. ISSN 1461-0213. https://doi.org/10.1075/aila.21002.liu (corresponding author)
  • Lemke, J. L., & Lin, A. M. Y. (2022). Translanguaging and flows: Towards an alternative conceptual model. Educational Linguistics 1(1). DOI: 10.1515/nmr-2022-0001 (corresponding author)
  • Wu, Y., & Lin, A. M. Y. (2022). Thematic patterns, cognitive discourse functions, and genres: Towards an integrative model for CLIL. Journal of Immersion and Content-Based Language Education. Available online: 03 November 2022. DOI: https://doi.org/10.1075/jicb.21024.
  • He, P., & Lin, A. M. Y. (2023). Dynamic flows of translanguaging/trans-semiotizing in CLIL eco-social systems. Language Awareness. https://doi.org/10.1080/09658416.2023.2234824
  • Chen, Q., & Lin, A. M. Y. (2023). Social structures, everyday interactions, and subjectivity—Where (and how) does decolonizing begin?—Attending to desires, fears and pains. Critical Inquiry in Language Studies.

Book chapters

  • Lin, A. M. Y., & Li, D. C. S. (2015). Bi/multilingual literacies in literacy studies. In J. Rowsell, & K. Pahl (Eds.), The Routledge handbook of literacy studies (pp. 79-88). London/New York: Routledge. (ISBN: 978-0-415-81624-3)
  • Lin, A. M. Y. (2015). Egalitarian bi/multilingualism and trans-semiotizing in a global world. In W. E. Wright, S. Boun, & O. García (Eds.), The handbook of bilingual and multilingual education (pp. 19-37). West Sussex, UK: Wiley Blackwell. (ISBN: 978-1-118-53349-9)
  • Lin, A. M. Y. (2015). Researcher positionality. In F. M. Hult, & D. C. Johnson (Eds.), Research methods in language policy and planning (pp. 21-32). West Sussex, UK: Wiley Blackwell. (ISBN: 978-1-118-30838-7)
  • Mahboob, A., & Lin, A. M. Y. (2016). Using local languages in English language classrooms. In Willy A. Renandya and Handoyo P. Widodo (Eds.), English language teaching today: Linking theory and practice (pp. 25-40). New York: Springer. ISBN 978-3-319-38834-2
  • García, O., & Lin, A. M. Y. (2016). Translanguaging in bilingual education. In O.  García, A. M. Y. Lin, & S. May (Eds.), Bilingual and Multilingual Education (Encyclopedia of Language and Education)(pp. 117-130). Switzerland: Springer.
  • Garcia, O., & Lin, A. M. Y. (2016). Extending understandings of bilingual and multilingual education. In O. García, A. M. Y. Lin, & S. May (Eds.), Bilingual and multilingual education (Encyclopedia of Language and Education)(pp. 1-20). Switzerland: Springer.
  • Lin, A. M. Y. (2017). Code-switching in the classroom: Research paradigms and approaches.  In K. King, Y-J. Lai, & S. May (Eds.), Research methods in language and education (Encyclopedia of Language and Education)(pp.1-15). Switzerland: Springer.
  • Andrews, S., & Lin, A. M. Y. (2017). Language awareness and teacher development. In Peter Garrett, & Josep M. Cots (Eds.), The Routledge handbook of language awareness (pp. 57-74). New York: Routledge. https://doi-org.proxy.lib.sfu.ca/10.4324/9781315676494
  • Lin, A. M. Y. (2018). Towards worlding practice. In G. Li, & W. Ma (Eds.), Education Chinese-heritage students in the global-local nexus: Identities, challenges, and opportunities (pp. 257-260). New York: Routledge.
  • García, O., & Lin, A. M. Y. (2018). English and multilingualism: A contested history. In P. Seargent (Ed.), Routledge Handbook of English Language Studies (pp. 77-92). London: Routledge.
  • Lin, A. M. Y., & Lo, Y. Y. (2018) The spread of English medium instruction programmes: educational and research implications. In Roger Barnard and Zuwati Hawim (Eds.), English medium instruction programmes: perspectives from South East Asian Universities (pp. 87-103). London: Routledge.
  • Ching, F., & Lin, A. M. Y. (2019). Contexts of learning in teaching English to young learners. In S. Garton, & F. Copland (Eds.), Routledge handbook of teaching English to young learners (pp. 95-109). Abington, Oxon: Routledge.
  • Lo, Y. Y., & Lin, A. M. Y. (2019). Content and language integrated learning in Hong Kong. In Gao, X. (Ed.), Second handbook of English language teaching (pp. 2-20). Switzerland: Springer Nature. https://doi.org/10.1007/978-3-319-58542-0_50-1  
  • Lin, A. M. Y., & Li, D. C. S. (2019). Mixed code. In Chu, S. Y. W. (Ed.), Keywords in Hong Kong (pp. 25-40). Hong Kong: The Chinese University Press [in Chinese]
  • Lin, A. M. Y., Wu, Y., & Lemke, J. L. (2020). ‘It takes a village to research a village’: Conversations of Angel Lin and Jay Lemke on contemporary issues in translanguaging. In S. M. C. Lau and S. Van Viegen Stille (Eds.), Critical plurilingual pedagogies: Struggling toward equity rather than equality (pp. 47-74). Switzerland: Springer.
  • Lin, A. M. Y. (2020). Introduction: Translanguaging and translanguaging pedagogies. In V. Vaish, Translanguaging in multilingual English classrooms: An Asian perspective and contexts (pp. 1-10). Singapore: Springer.
  • Lin, A. M. Y. (2020). Cutting through the monolingual grip of TESOL traditions—The transformative power of the translanguaging lens. In Z. Tian, L. Aghai, P. Sayer, & J. L. Schissel (Eds.), Envisioning TESOL through a translanguaging lens (pp.v-ix). Switzerland: Springer.
  • He, P., & Lin, A. M. Y. (2020). Becoming a language-aware content teacher: Content and Language Integrated Learning (CLIL) teacher professional development as a collaborative, dynamic and dialogic process. In L. Cammarata, & T. J. O. Ceallaigh (Eds.), Teacher development for immersion and content-based instruction (pp. 11-37). Amsterdam: John Benjamins. Doi:https://doi.org/10.1075/bct.110.jicb.17009.he
  • Lin, A. M. Y., & Motha, S. (2021). “Curses in TESOL”: Postcolonial desires for colonial English. In R. Arber, M. Weinmann, & J. Blackmore (Eds.), Rethinking languages education: Directions, challenges and innovations (pp. 15-35). New York: Routledge. (ISBN: 978-1-138-09158-0)
  • Lin, A. M. Y. (2020). Academic languages and literacies in content-based education in EAL contexts. In Oxford Research Encyclopedia of Education. Online Publication Date: Sep 2020; DOI: 10.1093/acrefore/9780190264093.013.224
  • Lau, S. M. C., Tian, Z., & Lin, A. M. Y. (2021). Critical Literacy and Additional Language Learning: An Expansive View of Translanguaging for Change-Enhancing Possibilities. In J. Z. Pandya, R. A. Mora, J. H. Alford, No. A. Golden, & R. S. de Rooch (Eds.), The Handbook of Critical Literacies (pp. 381-390). New York: Routledge.
  • Chen, Q., Lin, A. M. Y., & Huang, C. F. (2021). A Bourdieusian and postcolonial perspective on collaboration between NESTs and NNESTs. In Raza, K., Coombe, C., & Reynolds, D. (Eds.), Policy development in TESOL and multilingualism (pp. 271-284). Singapore: Springer.
  • Turner, M., & Lin, A. M. Y. (2022). Using ‘transfeaturing’ to explore differentiation in the pursuit of translanguaging pedagogical goals. In B. Otcu-Grillman, & M. Borjian (Eds.), Remaking multilingualism: A translanguaging approach (pp. 79-91). Bristol: Multilingual Matters. ISBN 9781800410831
  • Peichang (Emily) He, & Lin, A. M. Y. (2022). Translanguaging, trans-semiotizing, and trans-registering in a culturally and linguistically diverse science classroom. In Anders Jakobsson, Pia Nygard Larsson, & Annika Karlsson (Eds.), Translanguaging in science education (pp. 143-171). Switzerland: Springer. https://doi.org/10.1007/978-3-030-82973-5_8
  • Siu, P., & Lin, A. M. Y. (2022). Translanguaging and trans-semiotizing in English-medium instruction tertiary classrooms in Hong Kong: Creativity and trans-semiotic agency. In Jim Mckinley and Nicola Galloway (Eds.), English medium instruction practices in higher education: International perspectives (pp. 199-211). London: Bloomsbury.
  • Lin, A. M. Y. (2023). Conversation analysis, critical literacies, translanguaging and flows: Influences on my intellectual journey. In JuliAnna Avila (Ed.), Leaders in English language arts educational studies: Intellectual self portraits (pp. 151-162) (a volume in Brill’s Leaders in Educational Studies series). Leiden, The Netherlands: Brill. ISBN: 9789004685659, 9004685650
  • Turner, M., & Lin, A. M. Y. (2023). Translanguaging and trans-semiotizing. In C. McKinney, P. Makoe, & V. Zavala (Eds.), The Routledge handbook of Multilingualism (pp. 96-109). London/New York: Routledge.
  • Lin, A. M. Y., He, P., Tsang, M. K-Y, & Tse, W-Y.(forthcoming). Teacher-researcher collaboration and the professional development of teachers in bilingual programs: A reciprocal learning approach. In Susan Ballinger, Ruth Fielding and Diane J. Tedick (Eds.), International perspectives on teacher education for immersion and content-based contexts. Bristol: Multilingual Matters.

Scholarly Books

  • Li, D. C. S., Lin, A. M. Y., & Tsang, W. K. (Eds.) (2000). Language and education in post-colonial Hong Kong. Hong Kong: Linguistic Society of Hong Kong.
  • Lin, A. M. Y., & Martin, P. (Eds.) (2005).  Decolonisation, globalization: Language-in-education policy and practice. Clevedon: Multilingual Matters. ISBN: 1-85359-825-9
  • Luk, J. C. M., & Lin, A. M. Y. (2006). Classroom interactions as cross-cultural encounters: Native speakers in EFL lessons.  Mahwah, New Jersey: Lawrence Erlbaum.
  • Lin, A. M. Y. (Ed.) (2008). Problematizing identity: Everyday struggles in language, culture and education. Mahwah, New Jersey: Lawrence Erlbaum.
  • Kubota, R., & Lin, A. (Eds.) (2009). Race, culture, and identities in second language education: Exploring critically engaged practice. New York: Routledge.
  • Lin, A. M. Y., & Man, E. Y. F. (2010).  Bilingual education: Southeast Asian perspectives. Hong Kong: Hong Kong University Press.
  • Lin, A. M. Y. (2016). Language across the curriculum & CLIL in English as an Additional Language (EAL) Contexts: Theory and practice. Singapore: Springer.
  • García, O., Lin, A. M. Y., & May. S. (Eds.) (2017). Bilingual and Multilingual Education (Encyclopedia of Language and Education). Switzerland: Springer. (ISBN: 978-3-319-02257-4) DOI 10.1007/978-3-319-02258-1
  • Lo, Y. Y., & Lin, A. M. Y. (Eds.) (2021). Teaching, learning and scaffolding CLIL science classrooms. Amsterdam/Philadelphia: John Benjamins. (ISBN: 978-90-272-0888-0)