Prof. PENG Yue

Introduction

Dr. Yue (Luna) Peng is an Assistant Professor of Chinese Language Education at the Department of Curriculum and Instruction at The Chinese University of Hong Kong (CUHK). She received her Ph.D. in Education from Queen’s University in Canada. Prior to joining CUHK, she was a Lecturer of Applied Linguistics at Shanghai University of Finance and Economics. Luna taught Chinese as a second language in China, Korea, and Canada, both in K-12 and in university settings. At CUHK, she teaches Chinese Language Assessment, and Seminar in Chinese Language Teaching: Special Topics (Teaching Chinese to Ethnic Minority Students in Hong Kong). She is the Assistant Editor of International Journal of Chinese Language Teaching.

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Research Areas

Chinese language education, multilingual education, language teacher education, language assessment

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Selected Publications

1. Peng, Y. (2023). Synergizing learning in and beyond the classroom in study abroad context: Accounts from CSL sojourners in China. Language, Culture and Curriculum. Advance online publication.
2. Lou, K., Xiong, T. & Peng, Y. (2023) ‘I have been dreaming about Chinese becoming the number one language in the world’: Chinese language educators’ language ideologies in Myanmar. Journal of Multilingual and Multicultural Development, 41(1), 65-77.
3. Xiong, T., & Peng, Y. (2022). Culture and Chinese as a second language (CSL) teaching materials: An introduction. International Journal of Chinese Language Teaching, 3(2), 1-6.
4. Peng, Y., & Xiong, T. (2022). Teachers’ engagement with cultural knowledge and values in Business English textbooks. In T. Xiong, D. Feng, & G. Hu (Eds.), Values in English teaching materials: Stakeholders, multimodality, and representation (pp. 129-144). Springer.
5. Xiong, T., & Peng, Y. (2022). An evaluative case study of a professional development program for primary school English teachers in a rural region in China. In S. Zein & Y. Butler (Eds.), Teaching English to young learners in Asia: Directions for teacher education (pp. 156-180). Routledge.
6. 王姝嬌、彭越 (2022)。《標準》背景下國際中文教師測評素養實證研究。國際中文教育（中英文）, 7(4), 33-41。
7. Peng, Y., & Pyper, J. (2021). Finding success with pedagogical innovation: A case from CSL teachers’ experiences with TBLT. Language Teaching Research, 25(4), 633-655.
8. Peng, Y., Yan, W. & Cheng, L. (2021). Hanyu Shuiping Kaoshi (HSK): A multi-level, multi-purpose proficiency test. Language Testing, 38(2), 327-337.
9. Peng, Y., & Xiong, T. (2021). Recreating or reproducing pedagogy: The journey of three CSL teachers’ learning of the communicative approach. The Asia-Pacific Education Researcher, 30(2), 131-140.
10. Xiong, T., & Peng, Y. (2020). Representing culture in Chinese-as-a-second language textbooks: A critical social semiotic approach. Language, Culture and Curriculum, 34(2), 163-182.
11. 彭越 (2020)。〈再談國際漢語教學中的任務型教學法：教師認知研究〉。載劉榮主編，《國際漢語文化研究（第四輯）》（頁32-52）。 四川大學出版社。
12. Peng, Y., & Yan, W. (2019). Walking the garden path toward academic language: Perspectives from international students in Chinese higher education. In H. Tao, & H. Chen (Eds.), Chinese for specific and professional purposes: Theory, pedagogical applications and theories (pp. 73-94). Springer.
13. Peng, Y. (2018). Foreign language education in China: When reforms meet tradition. Canadian Journal for New Scholars in Education, 9(2), 122-130.
14. 劉榮、彭越 (2016)。跨文化背景下的漢語讀物編寫研究。中外文化與文論, 32, 302-311。
15. 劉榮、彭越 (2016)。〈利用新技術開展專門用途漢語的自主學習：以導遊漢語為例〉。載劉榮主編《對外漢語教學論叢（第三輯）》（頁82-95）。 四川大學出版社。