People / Teaching Staff

Professor GU Ming-yue, Michelle

Assistant Professor
B.A., Ph.D. (HKU)
Tel No.: 3943 3038
E-mail:mygu@cuhk.edu.hk

Introduction

Formerly served as Assistant Professor at the Hong Kong Education University (then HKIEd). The undergraduate and postgraduate courses taught include Research Methodology, ELT methodology, Subject Curriculum and Teaching (English), Listening and Speaking - Teaching and Learning, and Current Issues in ELT.

Since 2008, Michelle has published 30 journal articles in the journals such as Journal of Pragmatics, Applied Linguistics, Multilingua, Ethnic and Racial Studies, Journal of Multilingual and Multicultural Development, System, Language and Education, Language Teaching Research, International Journal of Bilingual Education and Bilingualism, Journal of Education for Teaching, Linguistics and Education, Journal of Asian Pacific Communication, Critical Inquiry in Language Studies, and Computer Assisted Language Learning.

Research Areas

Multilingualism and mobility, teacher professional development, language and identity, linguistic ecology, discourse theory and analysis, second language learning motivation, language ideology, gender and education.

Selected Publications

 

International refereed journal articles

  1. Gu, M., & Canagarajah, S. (2017). Harnessing the professional value of a transnational disposition: Perceptions of migrant English language teachers in Hong Kong. Applied Linguistics. (SSCI, impact factor: 3.250)
  2. Gu, M., Kou, Z., & Guo, X. (2017). Understanding Chinese language teachers’ language ideologies in teaching South Asian students in Hong Kong. International Journal of Bilingual Education and Bilingualism. (SSCI, impact factor: 1.338)
  3. Gu, M. (forthcoming). Teaching students from other cultures: An exploration of language teachers’ experiences with ethnic minority students in Hong Kong. Journal of Language, Identity and Education. (SSCI, impact factor:0.688)
  4. Guo, X., & Gu, M.* (forthcoming). Negotiating Uyghurness Through multilingual learning and use: An internal migration perspective. Ethnic and Racial Studies. (corresponding author) (SSCI, impact factor: 1.07)
  5. Guo, X. & Gu, M.* (forthcoming). Exploring Uyghur University students’ identities constructed through multilingual practices in China. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2016.1184613. (SSCI, impact factor: 1.338) (*corresponding author)
  6. Gu, M., Mak, B., & Qu, X. (2017). Ethnic Minority Students from South Asia in Hong Kong: Language Ideologies and Discursive Identity Construction. Asia Pacific Journal of Education. (SSCI, impact factor: 0.531)
  7. Gu, M. & Cheung, D. (2016). L2 ideal self, parental encouragement, acculturation, and motivated learning behavior of ethnic minority students in Hong Kong: A structural equation modeling approach. System, 57, 14-24. (SSCI, impact factor:0.834)
  8. Guo, X. & Gu, M.* (forthcoming). Identity construction through English language learning in intra-national migration: A study on Uyghur students in China. Journal of Ethnic and Migration Studies. (SSCI, impact factor: 1.536) (*corresponding author)
  9. Guo, X., & Gu, M.* (2016). Identity formation of Ethnic Minority English Learners in a Multilingual University in China. Asian Journal of Applied Linguistics, 3(1), 4-16. (*corresponding author)
  10. Gu, M. (2015). The symbolic competence in multilingual interactions in a university setting. Multilingua. DOI 10.1515/multi-2014-0070 (SSCI, impact factor: 0.556)
  11. Lai, C., Gu, M., Hu, J. (2015). Understanding legitimate teacher authority in a cross-cultural teaching context: Pre-service Chinese language teachers doing teaching practicum in international schools in Hong Kong. Journal of Education for Teaching, 41(4), 417-434. (SSCI, impact factor: 0.778)
  12. Gu, M. (2015). A complex interplay between religion, gender and marginalization: Pakistani schoolgirls in Hong Kong. Ethnic and Racial Studies, 38(11), 1934-1951. (SSCI, impact factor: 1.07)
  13. Gu, M., Patkin, J., & Kirkpatrick, A. (2014). The dynamic identity construction in English as lingua franca intercultural communication: A positioning perspective. System, 46, 132-142. (SSCI, impact factor: 0.834)
  14. Gu, M., & Benson, P. (2015). The formation of English teacher identities: A cross-cultural investigation. Language Teaching Research, 19(2), 187-206. (SSCI, impact factor: 1.444)
  15. Gu, M., & Qu, X. (2015). Ideological disqualification in language use: being newcomers in primary education. Research Papers in Education, 30(4), 506-522. (SSCI, impact factor: 0.820)
  16. Gu, M. (2014). From opposition to transcendence: The language practices and ideologies of students in a multilingual university. International Journal of Bilingual Education and Bilingualism, 17(3), 310-329. (SSCI, impact factor:1.338)
  17. Gu, M. (2013). From pre-service to in-service teachers: A longitudinal investigation of the professional development of English language teachers in secondary schools. Educational Studies, 39(5), 503-521. (SSCI, impact factor:0.500)
  18. Gu, M. (2013). Cultural identity in teaching across borders: Mainland Chinese pre-service teachers in Hong Kong. Asia Pacific Journal of Education, 33(4), 407-423. (SSCI, impact factor:0.531)
  19. Gu, M., & Patkin, J. (2013). Heritage and identity: Ethnic minority students from South Asia in Hong Kong. Linguistics and Education, 24(2), 131-141.
  20. Gu, M., & Lai, C. (2012). Motivation and commitment: Pre-service teachers from Hong Kong and Mainland China at a training institute in Hong Kong. Teacher Education Quarterly, 39(3), 45-61.
  21. Gu, M., & Tong, H-K. (2012). Space, scale and languages: Identity construction of cross-boundary students in a multilingual university in Hong Kong. Language and Education, 26(6), 501-515. (SSCI, impact factor:0.921)
  22. Gu, M. (2011c). ‘I am not qualified to be a Honkongese because of my accented Cantonese’: Mainland Chinese immigrant students in Hong Kong. Journal of Multilingual and Multicultural Development, 32(6), 515-529. (SSCI, impact factor:0.702)
  23. Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335. (SSCI, impact factor:1.722)
  24. Gu, M. (2011b). Cross-border pre-service teachers in Hong Kong: ‘To be or not to be integrated, that is the problem’. Journal of Education for Teaching, 37(2), 139-154. (SSCI, impact factor: 0.778)
  25. Gu, M. (2011a). Language choice and identity construction in peer interactions: Insights from a multilingual university in Hong Kong. Journal of Multilingual and Multicultural Development, 32(1), 17-31. (SSCI, impact factor:0.702)
  26. Gu, M. (2010c). The discursive construction of college English learners’ identity in cross-cultural interactions. Critical Inquiry in Language Studies: An International Journal, 7(4), 298-333.
  27. Gu, M. (2010b). Identities constructed in difference: English language learners in China. Journal of Pragmatics, 42 (1), 139-152. (SSCI, impact factor:1.118)
  28. Gu, M. (2010a). National identity in EFL learning: A longitudinal inquiry. Changing English, 17 (1), 57-67.
  29. Gu, M. (2009). College English learners’ discursive motivation construction in China. System, 37 (2), 300-312. (SSCI, impact factor: 0.834)
  30. Gu, M. (2008). Identity construction and investment transformation: College students from non-urban area in China. Journal of Asian Pacific Communication, 18(1), 49-70.

Book Reviews

  1. Gu, M. (2013). Review of the book Curriculum reform in China: Changes and challenges, edited by H-B Yin & C-K Lee. New York, Nova Science Publishers, 2012, ISBN 976-1-61470-943-5. Frontiers of Education in China, 8 (4), 631-634..

Scholarly books

  1. Trent, J., Gu, M., & Yu, S. (under contract at Springer). Early career English teacher professional identity construction. Springer.
  2. Trent, J, Gao, X., & Gu, M. (2013). (Eds.)Language Teacher Education in Multilingual Contexts. Dordrecht, The Netherlands: Springer.
  3. Gu, M. (2009). The Discursive Construction of Second Language Learners’ Motivation: A Multi-level Perspective. New York, Bern, Berlin, Brussels, Frankfurt am Main, Oxford, Wien: Peter Lang Publishing Group.
  4. Huang, J., Gu, M., & Cheung, E. (2006). (Eds.). Research Studies in Education, Volume 4. Hong Kong: The University of Hong Kong.

Refereed Book chapters

  1. Gu, M., & Guo, X. (forthcoming). Being Uyghur or Being Muslim? – Identity Construction of Tertiary-level Uyghur Students in China. In M. Mac an Ghaill, & C. Haywood (Eds.), Schooling a ‘Suspect Community’: Education, neo-liberalism and Muslim students. PalgraveMacmillan.
  2. Gu, M., & Qu, X. (forthcoming). The construction of college students’ ESL learning motivation in China: A CDA perspective. In D. Singleton (Ed), L2 selves and motivations in Asian contexts. Bristol, UK: Multilingual Matters.
  3. Gu, M. (2014). Identity re-construction in a new habitus: An investigation of the language-related educational experiences of immigrant Mainland Chinese students in a multilingual university in Hong Kong. In C. Ng, B. Fox, & M. Nakano (Eds.), Reforming learning and teaching in Asia-pacific universities. Springer.
  4. Gu, M. (2013). Language practices and transformation of language ideologies: Mainland Chinese students in a multilingual university in Hong Kong. In H. Haberland, D. Lønsmann & B. Preisler (Eds.), Language alternation, language choice and language encounter in international tertiary education (pp. 223-236). Dordrecht, The Netherlands: Springer.
  5. Gu, M. (2013). Individuality in Identity Construction: The Stories of Two Chinese Learners of English. In P. Benson & L. Cooker (Eds.), The applied linguistic individual: Sociocultural approaches to autonomy, agency and identity. London: Equinox.
  6. Gu, M. (2013). An ethico-political analysis of teacher identity construction. In J. Trent, X. Gao & M. Gu (Eds.), Language teacher education in a multilingual context: Experiences from Hong Kong (pp. 179-192). Dordrecht, The Netherlands: Springer..
  7. Gu, M. (2013).Cross-border pre-service teachers in Hongv Kong: Identity and integration. In J. Trent, X. Gao & M. Gu (Eds.), Language teacher education in a multilingual context: Experiences from Hong Kong (pp. 35-50). Dordrecht, The Netherlands: Springer.
  8. Gu, M. (2013). A comparative study on commitment to teaching. In J. Trent, X. Gao & M. Gu (Eds.), Language teacher education in a multilingual context: Experiences from Hong Kong (pp. 83-96). Dordrecht, The Netherlands: Springer.
  9. Gu, M. (2011). A political analysis of teacher professional development: Insights from a teacher institute in Hong Kong. In I. Guske & B. Swaffield (Eds.), Global encounters: Pedagogical paradigms and educational practices (pp. 176-193). Cambridge: Cambridge Scholars Publishing.
  10. Gu, M. (2008). ‘Advancing an integrative theoretical framework for second language motivation research’. In I. Guske & B. Swaffield (Eds.), Education landscapes in the 21st Century: Cross-cultural challenges and multi-disciplinary perspectives (pp. 82-100). Cambridge: Cambridge Scholars Publishing.
  11. Gu, M. (2005). Imagined communities, identity and English language learning in the PRC, Research studies in education, 1, 22-33.
  12. Gu, M. (2004). Returns on Investment in Interaction: English Language Learning in China, Research Studies in Education, 2, 203-214.

Research Projects

  1. Multilingualism & Mobility in the Northern & Southern Hemisphere. Co-investigator, World Universities Network (WUN) Project Funding (2015-2016)
  2. Second Language(s) Learning Motivation and Identity Construction of Ethnic Minority Students in Hong Kong. Principal investigator, RGC-funded project (2014-2016)
  3. Double marginalization: Female South Asian students in secondary education, Principal investigator, Direct Research Grant Funding, CUHK (2014-2015)
  4. Identity Construction of Pre-service English Language Teachers: A Cross-Cultural Perspective. Principal investigator, Direct Research Grant Funding, CUHK (2013-2014)
  5. Negotiating Multilingual Identities in Migrant Professional Contexts. Co-Investigator, World University Network (WUN) Project Funding (2012-2013)
  6. Putonghua as Heritage Language in Multilingual Hong Kong: A Social Network Analysis. Principal investigator, IRG-funded project (2010-2011)
  7. Functional Use of Languages and Identity Construction in a Multilingual University in Hong Kong. Principal investigator, DRF-funded project, HKIEd (2010-2011)
  8. Teacher Professional Identity Formation: Cross-Border Novice In-Service Teachers in Hong Kong. Principle investigator, DRF-funded project, HKIEd (2010-2011)
  9. Linguistic Ecology in a Multilingual University. Principle investigator, RCLEAMS Research Project Funding, HKIEd (2009-2010)

Editorship

  1. On editorial board of Multilingual Education book series, Springer
  2. Editor of Book Review Section of Journal of Asia TEFL

Awards

  1. Young Researcher Award, The Chinese University of Hong Kong (2014)

Last Updated: Dec 2016