郭凱德博士

研究助理教授

Jornal publications

Hillman, S., Li, W., Green-Eneix, C. A., & De Costa, P. I. (2023, In Press). The emotional landscape of English medium instruction (EMI) in higher education. Linguistics and Education, 0(00), 1-6. https://doi.org/10.1016/j.linged.2023.101178
De Costa, P. I., Green-Eneix, C. A., & Li, W. (2022). Problematizing EMI language policy in a transnational world: China's entry into the global higher education market. English Today, 38(2), 80-87. https://doi.org/10.1017/S026607842000005X
De Costa, P. I., Green-Eneix, C. A., & Li, W. (2021). Embracing diversity, inclusion, equity and access in EMI-TNHE: Towards a social justice-centered reframing of ELT. RELC Journal, 55(2), 227-235. https://doi.org/10.1177%2F00336882211018540

Ma, W., & Green-Eneix, C. A. (2022). International Chinese students’ navigation of linguistic and learning resources. In W. Li, J. Lee, and P. I. De Costa (Eds.), International Students’ Multilingual Literacy Practices: An Asset-based Approach to Using Semiotic Resources. New York, NY: Multilingual Matters.
Pastushenkov, D., Green-Eneix, C. A., & Pavlenko, O. (2022). L1 use in ESL peer interaction: A problem or a useful tool? In C. Palmer & M. Deveraux (Eds.), Teaching English language variation in the global classroom: Models and lessons from around the world. Abingdon, UK: Routledge.
Green-Eneix, C. A., & De Costa, P. I. (2022). Sharing stories around the digital campfire: In-service teachers, cognition/emotion dissonance, and the asynchronous online classroom. In H. Kayi-Aydar & J. Reinhardt (Eds), Contemporary Perspectives on Language Teacher Development in Digital Contexts. Philadelphia, USA: John Benjamins Publishing.
Her, L., Green-Eneix, C.A., & De Costa, P. I. (2022). Problematizing ‘messy’ research: A novice language teacher educator’s reflexive account. In E. R. Yuan & I. Lee (Eds.), Teacher educators and teacher education in TESOL. Routledge.