Professor GREEN, Clarence G.

Awards & Prizes

2025  Winner, Research Output Prize University of Hong Kong

2025  Winner, United Kingdom Literacy Association (UKLA) – Wiley Research Award

Scholarships

2014  Australian Postgraduate Award (APA) University of Melbourne

Funded Research Grants

2024–2026 (ongoing) Role: Principal Investigator Title: Development of a State-of-the-Art Vocabulary Resource and Lexical Syllabus Framework to Support English Language Learning and Teaching across the Primary Grades Funder: General Research Fund (GRF), Research Grants Council, Hong Kong Grant Number: REF: 17614624 Amount: HK$321,175

2024–2025  Role: Principal Investigator Title: A crowdsourcing megastudy for the development of a new Age-of-Acquisition database for English literacy research, pedagogy, and educational psychology Funder: Faculty Research Fund and URC Seed Fund, University of Hong Kong Amount: HK$210,000

2022–2023  Role: Co-Principal Investigator Title: A Large-Scale Lexical Database of Children’s Literature for Experimental and Computational Research Funder: Centre for Smart Analytics Seed Funding, Australia Amount: HK$52,299 (equivalent)

2017–2020  Role: Principal Investigator/Co-Principal Title: Syntactic Resonance in Child-Caretaker Interaction Funder: Education Research Funding Programme (ERFP), Singapore Amount: HK$521,879 (equivalent)

2016–2018  Role: Principal Investigator Title: Improving Disciplinary Literacy by Developing Vocabulary and Grammatical Profiles Funder: Education Research Funding Programme (ERFP), Singapore Amount: HK$319,561 (equivalent)

2016–2017  Role: Principal Investigator Title: Psycholinguistic Chunking during the Development of Disciplinary Literacy Funder: Start Up Grant, National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore Amount: HK$44,293 (equivalent)

• Green, C. (2025). Multi-word expressions occur infrequently in picturebooks: Implications for early vocabulary instruction. Literacy Research and Instruction. Advance online publication. https://doi.org/10.1080/19388071.2025.2469068
• Green, C., & Coxhead, A. (2025). The Vocabulary Teachers' Competencies (VTC) framework: The core knowledge, skills and professional capabilities that support effective vocabulary instruction. Literacy. https://doi.org/10.1111/lit.70016
• Green, C., & Giblin, I. (2025). An empty systematic review of the ‘pedagogy of multiliteracies’ in K-12 since 1996: A generation later, evidence it improves literacy outcomes is lacking from (quasi-)experimental classroom interventions. Review of Education, 13(3), e70118. https://doi.org/10.1002/rev3.70118
• Green, C., Kong, A., Brysbaert, M., & Keogh, K. (2025). Crowdsourced and AI-generated age-of-acquisition (AoA) norms for vocabulary in print: Extending the Kuperman et al. (2012) norms. Behavior Research Methods, 57. https://doi.org/10.3758/s13428-025-02843-8
• Green, C., & Sun, H. (2025). Picturebooks increase the frequency and diversity of emotion vocabulary in children’s language environments: Modeling potential benefits to emotional literacy, with pedagogical resources. Early Education and Development, 36(3), 568-586. https://doi.org/10.1080/10409289.2024.2423259
• Green, C., & Keogh, K. (2024). Vocabulary exposure to children is enhanced by using both informational and narrative picture books for read-alouds: A comparative modelling study using data science methods. Journal of Research in Reading, 47(4), 497-516. https://doi.org/10.1111/1467-9817.12462
• Green, C., Keogh, K., & Prout, J. (2024). The CPB Sight Words: A New Research-based High-Frequency Wordlist for Early Reading Instruction. The Reading Teacher. https://doi.org/10.1002/trtr.2309
• Green, C., Giblin, I., & Mulder, J. (2024). A systematic narrative synthesis review of the effectiveness of genre theory and systemic functional linguistics for improving reading and writing outcomes within K-10 education. The Australian Journal of Language and Literacy. https://doi.org/10.1007/s44020-024-00060-y
• Green, C., Pentalich, M., Barrow, M., Weerasinghe, D., & Daniels, R. (2024). Receptive vocabulary size estimates for general and academic vocabulary at a multi-campus Australian university. Australian Review of Applied Linguistics, 47(2), 153-173.
• Green, C., & McLachlan, C. (2024). Oral language and its critical role in reading, learning through language and disciplinary literacy in the middle years. Literacy Learning: The Middle Years, 32(1), 50-60.
• Green, C., Keogh, K., Sun, H., & O’Brien, B. (2024). The Children’s Picture Books Lexicon (CPB-Lex): A large-scale lexical database from children’s picture books. Behavior Research Methods, 56(5), 4504–4521. https://doi.org/10.3758/s13428-023-02198-y
• Steinkrauss, R., Green, C., Verspoor, M., & Sun, H. (2023). A Dynamic Usage Based Perspective of Bilingual Children’s VAC Development in English. International Journal of Complexity in Education, 4(1), 9-36.
• Baghdadli, A., Arcuri, G., Green, C., Gauthier, L., Gagnon, P., & Gagnon, B. (2023). The Fast Cognitive Evaluation (FaCE): a screening tool to detect cognitive impairment in patients with cancer. BMC Cancer, 23(1), 35.
• Green, C. (2022). Extensive Reading of General Fiction and Incidentally Building a 9000 word vocabulary: Do Corpus Simulations Suggest it is Possible? Reading in a Foreign Language, 34(2), 232–247.
• Green, C. (2022). Computing curriculum time and input for the incidental learning of academic vocabulary. Language Learning and Technology, 26(1), 1-21.
• Green, C. (2021). Extensive viewing of children’s entertainment and the potential for incidentally learning early years reading vocabulary: A corpus study. Language and Education.
• Green, C., & Sun, H. (2021). Global estimates of syntactic alignment in adult and child utterances during interaction: NLP estimates based on multiple corpora. Language Sciences, 85, 101353.
• Green, C. (2021). The oral language productive vocabulary profile of children starting school: A resource for teachers. Australian Journal of Education, 65(1), 41-54.
• Green, C. (2020). Extensive reading and viewing as input for academic vocabulary: A large-scale vocabulary profile coverage study of students’ reading and writing across multiple secondary school subjects. Lingua, 239, 102838.
• Green, C. (2019). Enriching the academic wordlist and Secondary Vocabulary Lists with lexicogrammar: Toward a pattern grammar of academic vocabulary. System, 87, 102158.
• Green, C. (2019). A multilevel description of textbook linguistic complexity across disciplines: Leveraging NLP to support disciplinary literacy. Linguistics and Education, 53, 100748.
• Green, C., & Lambert, J. (2019). Position vectors, homologous chromosomes and gamma rays: Promoting Disciplinary Literacy through the Secondary Phrase Lists. English for Specific Purposes, 53, 1-12.
• Green, C., & Lambert, J. (2018). Advancing Disciplinary Literacy through English for Academic Purposes: Discipline-specific Wordlists, Collocations and Word Families for Eight Secondary Subjects. Journal of English for Academic Purposes, 35, 105-115.
• Green, C. (2017). Introducing the Corpus of the Canon of Western Literature: A corpus for Culturomics and Stylistics. Language and Literature, 26(4), 282–299.
• Green, C. (2017). Usage-based Linguistics and the Magic Number four. Cognitive Linguistics, 28(2), 209-237.
• Green, C. (2015). An analysis of the relationship between cohesion and clause combination in English discourse employing NLP and data mining approaches. Literary and Linguistic Computing, 30(3), 326-343.
• Green, C. (2014). On the relationship between clause combination, grammatical hierarchy and discourse-pragmatic coherence. Functions of Language, 21(3), 297–332.

Book Chapters 

• Green, C. (2025). Lexicogrammar. In International Encyclopedia of Language and Linguistics (3rd ed.). Elsevier.
• Green, C. (2025). Research Synthesis in Data-Driven Learning. In L. McCallum & D. Tafazoli (Eds.), The Palgrave Encyclopedia of Computer-Assisted Language Learning. Palgrave Macmillan/Springer.
• Green, C. (2025). The Continued Importance of Picturebooks in the Science of Reading Era. In Quality Literacy Education: A Celebration of Practice (pp. 91-101). 
• Green, C., & McLachlan, C. (2025). Vocabulary Acquisition in Early Education: From Oral Language to Emergent Academic Literacy. In E. Rata (Ed.), The Research Handbook on Curricula and Education.
• Green, C. (2024). Data Science and Incidental Vocabulary Learning. In B. L. Reynolds (Ed.), Researching Incidental Vocabulary Learning in a Second Language .
• Green, C., & McLachlan, C. (2024). Vocabulary for academic literacy. In E. Rata (Ed.), Research Handbook on Curriculum and Education (pp. 244-260). Elgar.
• Green, C. (2024). Extensive Reading and Viewing for Vocabulary Growth: Corpus insights. In P. Crosthwaite (Ed.), Corpora for Language Learning (pp. 84-92). Routledge.

Books

• Green, C. (2017). Patterns and Development in the English Clause System: A Corpus-based Grammatical Overview. Springer.

Professional Roles & Affiliations

• Accredited Linguist (ALing), Australian Linguistic Society (ALS)
• Co-Chair, Special Interest Group: Linguistics in the School Curriculum (LiSC SIG), Australian Linguistic Society (ALS), 2021–
• Certified Teacher, Ontario College of Teachers (OCT), 2012–
• Lab Member, Aphasia Research and Therapy (ART) Laboratory, The University of Hong Kong 
• Member, Consortium for Research on Language Policy and Practice (CRLPP)
• Member, International Association of Applied Psychology (IAAP), 2018–2019Journal Editorial Roles

• Journal Editorial Roles

• Associate Editor, Asia Pacific Journal of Education (Taylor & Francis)
• Associate Editor, Pedagogies: An International Journal (Taylor & Francis) 
• Editorial Board Member, Australian Journal of Linguistics (Taylor & Francis) 
• Editorial Board Member, Journal of English for Academic Purposes (Elsevier)

* I am currently looking for PhD students