Angel Lin received her Ph.D. from the Ontario Institute for Studies in Education, University of Toronto, Canada in 1996. She works in the areas of critical education studies, critical discourse analysis, urban and school ethnography, classroom interaction analysis, bilingual education, language planning and language-in-education policy and practice, feminist media studies and youth cultural studies. With a background in ethnomethodology, conversation analysis and social theory, her theoretical orientations are phenomenological, sociocultural and critical. However, with training also in cognitive psychology of literacy and second language acquisition she works on developing interdisciplinary approaches to second language education and the use of pop culture and everyday literacies in arousing young people’s interest in learning English as a language for intercultural communication and global citizenship. She serves on the editorial advisory boards of a number of prestigious international research journals including: Linguistics and Education, TESOL Quarterly, International Journal of Bilingualism and Bilingual Education, Pedagogies, Journal of Critical Discourse Studies, Critical Inquiry in Language Studies, and Asia Pacific Journal of Education. She started in 1997 the publication of TESL-HK: A newsletter for English language teaching professionals in Hong Kong (http://www.tesl-hk.org).

Angel Lin is an experienced classroom researcher focusing on detailed analysis of classroom processes, teacher-student interactions and teachers’ pedagogical styles and effectiveness. She has conducted research for SCOLAR on monitoring and evaluating the Native English Teacher’s (NET) scheme and has designed and written English curriculum materials for newly arrived children (NAC) in primary schools. She served as a research consultant for developing classroom observation instruments for a large-scale national classroom research study in Singapore in 2003. She is one of the most experienced school ethnographers and classroom-based educational researchers in Hong Kong with many research publications in internationally refereed journals. Her current education projects include ELT RAP: Introducing English language arts to limited proficiency students through youth popular culture and music. Currently she serves as an English Curriculum Consultant for several secondary schools in Hong Kong. She also serves on the Expert Panels of the English Enhancement Scheme for CMI and EMI Secondary Schools, EMB.

• RESEARCH GRANTS OBTAINED / PROJECTS COMPLETED

1. Creative Media/Artistic Education for Culture/Media Industries: A Comparative Policy Study of Korea, Hong Kong, China and Singapore. Winner Proposal in the World Bank Regional Education Policy Competition 2005. Amount: US$30,000. 1 Sept 2005 – 31 March 2007.
   
   
2. A Sociolinguistic History of Hong Kong. Funded by 2022 Foundation. Amount: HK$100,000.
   
   
3. A Study on Asian Women’s Identities through their Reception of Korean Television Dramas. Funded by Korean Research Foundation, South Korea. (Principal Research Collaborator; amount: HK$44,382; July 2004 – June 2005)
   
   
4. English Language Learning Project for Newly-Arrived Children. (Co-principal Investigator, in collaboration with Dr. Anson Yang. Amount: HK$0.22 million. Hong Kong Education Department Funded Project) (2000-2003)
   
   
5. English language critical literature review: First and/or second language as a medium of instruction. (Principal Investigator, in collaboration with Dr. Evelyn Man). Amount: HK$0.20 million. Language Fund, Standing Committee on Language Education and Research (SCOLAR). (1999-2000)
   
   
6. English language learning of local and immigrant primary school children: identifying predictive factors. (Principal Investigator, in collaboration with Dr. Him Cheung, Dr. David Li, Dr. Wai King Tsang, Dr. Jonathan Zhu). Amount: HK$0.94 million. Language Fund, Standing Committee on Language Education and Research (SCOLAR). (1998-2001)
   
   
7. Their own words, their own world: Empowering at-risk teens in drug education. (Co-investigator, in collaboration with Mr. Rodney Jones). Amount: HK$0.26 million. Health Care & Promotion Fund, Hospital Authority. (1998-1999)
   
   
8. Monitoring and evaluating the NET (Native English Teacher) Scheme. (Co-investigator, in collaboration with Dr. Peter Storey and Ms. Jasmine Luk). Amount: HK$0.1.6 million. Language Fund, Standing Committee on Language Education and Research (SCOLAR). (1999-2002)
   
   

SELECTED PUBLICATIONS

• Books

1. Lin, A. M. Y., & Man, E. Y. F. (to appear in 2006). Bilingual education: South East Asian perspectives. Hong Kong: Hong Kong University Press.
   
   
2. Lin, A. M. Y. (Ed.) (to appear in 2006). Everyday struggles in language, culture and education: Problematizing identity. Mahwah, New Jersey: Lawrence Erlbaum.
   
   
3. Luk, J. C. M., & Lin, A. M. Y. (2006) Classroom interactions as cross-cultural encounters. Mahwah, New Jersey: Lawrence Erlbaum
   
   
4. Lin, A. M. Y., & Martin, P. (Eds.) (2005). Decolonisation, globalization: Language-in-education policy and practice. Clevedon: Multilingual Matters.
   
   
5. 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.

• REFEREED INTERNATIONAL JOURNAL ARTICLES

1. Lin, A. M. Y. (2006). Beyond linguistic purism in language-in-education policy and practice: Exploring bilingual pedagogies in a Hong Kong science classroom. Language and Education, 20(4), 287-305.
   
   
2. Lee, F., & Lin, A. M. Y. (2006). Newspaper editorial discourse and the politics of self-consorship. Discourse & Society, 17(3), 331-358. (SSCI Journal)
   
   
3. Cheung, H., & Lin, A. M. Y. (2005). Differentiating between automatic and strategic control processes: Toward a model of cognitive mobilization in bilingual reading. Psychologia, 48, 39-53. (SSCI journal).
   
   
4. Lin, A. M. Y. et al. (2004). Women faculty of color in TESOL: Theorizing our lived experiences. TESOL Quarterly, 38(3), 487-504. (SSCI Journal)
   
   
5. Lin, A. M. Y., Wang, W., Akamatsu, A., & Riazi, M. (2002). Appropriating English, expanding identities, and re-visioning the field: From TESOL to Teaching English for Glocalized Communication (TEGCOM). Journal of Language, Identity and Education, 1(4), 295-316.
   
   
6. Lin, A. M. Y., & Luk, J. (2002). Beyond progressive liberalism and cultural relativism: Towards critical postmodernist and sociohistorically situated perspectives in ethnographic classroom studies. Canadian Modern Language Review, 59(1), 97-124.
   
   
7. Lin, A. M. Y. (2000). Resistance and creativity in English reading lessons in Hong Kong. Language, Culture and Curriculum, 12(3), 285-296.
   
   
8. Lin, A. M. Y. (2000). Lively children trapped in an island of disadvantage: Verbal play of Cantonese working class schoolboys in Hong Kong. The International Journal of the Sociology of Language, 143, 63-83.
   
   
9. Lin, A. M. Y. (1999). Doing-English-lessons in the reproduction or transformation of social worlds TESOL Quarterly, 33(3), 393-412.
   
   
10. Lin, A. M. Y. (1998). Understanding the issue of medium of instruction in Hong Kong schools: what research approaches do we need Asia Pacific Journal of Language in Education, 1(1), 85-98.
    
    
11. Lin, A. M. Y. (1997). Analysing the “language problem ” discourses in Hong Kong: How official, academic and media discourses construct and perpetuate dominant models of language, learning and education. Journal of Pragmatics, 28, 427-440.
    
    
12. Lin, A. M. Y. (1997). Hong Kong children's rights to a culturally compatible English education. Hong Kong Journal of Applied Linguistics, 2(2), 23-48.
    
    
13. Lin, A. M. Y. (1996). Bilingualism or linguistic segregation Symbolic domination, resistance and code-switching in Hong Kong schools. Linguistics and Education, 8(1), pp. 49-84.

• BOOK CHAPTERS

1. Lin, A. M. Y., & Luk, J. C. M. (2005). Local creativity in the face of global domination: Insights of Bakhtin for teaching English for dialogic communication. In J. K. Hall, G. Vitanova, & L. Marchenkova. (Eds.), Dialogue with Bakhtin on second and foreign language learning: New Perspectives (pp. 77-98). Mahwah, New Jersey: Lawrence Erlbaum.
   
   
2. Lin, A. M. Y., Wang, W., Akamatsu, A., & Riazi, M. (2005). Transnational TESOL Professionals and Teaching English for Glocalized Communication . In Canagarajah, A. S. (Ed.), Negotiating the global and local in language policy and practice (pp. 197-222). Mahwah, New Jersey: Lawrence Erlbaum.
   
   
3. Lin, A. M. Y. (2004). Introducing a critical pedagogical curriculum: A feminist, reflexive account. In Norton, B., & Toohey, K. (Eds.), Critical pedagogies and language learning (pp. 271-290). Cambridge: Cambridge University Press.
   
   
4. Lin, A. M. Y., & Lo, T. W. (2004). Discursive construction of knowledge and narratives about gangster youth: A critical discourse analysis of social work research interviews. Cnc comments in greencnc I n S. H. Ng, C. N. Candlin, & C. Y. Chiu (Eds.) , Language matters: Communication, culture, and identity (pp. 425-449) . Hong Kong: City University of Hong Kong Press.
   
   
5. Lin, A. M. Y. (2002). Genres of symbolic violence: Beauty contest discourse practices in Hong Kong. In Li, D. C. S. (Ed.), Discourses in search of members. New York: American University Press.
   
   
6. Lin, A. M. Y. (2000). Deconstructing “mixed code”. In Li, D. C. S., Lin, A. M. Y., & Tsang, W. K. (Eds.), Language and education in post-colonial Hong Kong (pp. 179-194). Hong Kong: Linguistic Society of Hong Kong.
   
   
7. Lin, A. M. Y. & Detaramani, C. (1998). By carrot and by rod: Extrinsic motivation and English attainment of tertiary students in Hong Kong. In Pennington, M. C. (Ed.), Language in Hong Kong at century's end, pp. 285-301. Hong Kong: Hong Kong University Press.
   
   
8. Lin, A. M. Y. & Akamatsu, N. (1997). The learnability and psychological processing of reading in Chinese and reading in English. In Chen, H. C. (Ed.), Cognitive processing of Chinese and related Asian languages, pp. 369-387. Hong Kong: Hong Kong Chinese University Press.
   
   
9. Lin, A. M. Y. (1997). Bilingual education in Hong Kong. In Cummins, J., & Corson, D. (Eds.), Encyclopedia of language and education, Volume 5: Bilingual education, pp. 281-289. Dordrecht, the Netherlands: Kluwer Academic Publishers.

• EDITOR OF SPECIAL ISSUES IN JOURNALS

Guest editor of Special Issue on: Postcolonial Approaches to TESOL, to be published in Critical Inquiry in Language Studies, 2006.

Guest editor of Special Issue on: Race in TESOL, to be published in TESOL Quarterly (SSCI Journal), 2006.

• CURRICULUM MATERIALS

Yang, A., & Lin, A. M. Y. (2001). English language curriculum for Setting-Off Programme for Newly-Arrived Children (NAC).