Professor TAI, Kevin W. H.

Professor Kevin W. H. Tai (戴維軒教授) is Assistant Professor of Language and Literacy Education and Co-Director of the Centre for Advancement in Inclusive and Special Education (CAISE) at the Faculty of Education, The University of Hong Kong (HKU). He also holds the positions of Chair of the Working Group for Research in the Academic Unit of Language and Literacy Education at HKU and Chair of the Special Interest Group for Translanguaging and Inclusive Education in CAISE at HKU. Additionally, he is Honorary Research Fellow at IOE, UCL's Faculty of Education and Society in University College London (UCL). Professor Tai was awarded the RGC Early Career Award (ECA) in 2023/24 from the Research Grants Council (RGC) of Hong Kong, the University Research Output Prize, the Faculty Outstanding Young Researcher Award and the Faculty Early Career Research Output Award from The University of Hong Kong for recognising his excellent achievements in research. Professor Kevin Tai was named among the World's Top 2% Most-Cited Scientists in the field of Languages and Linguistics by Stanford University in 2024.

In relation to his editorial positions, Professor Kevin Tai is Editor of The Language Learning Journal (ESCI-listed Journal; Routledge), Assistant Editor of the International Journal of Bilingual Education and Bilingualism (SSCI-listed Journal; Routledge), Executive Guest Editor of Learning and Instruction (SSCI-listed Journal; Elsevier) and Executive Guest Editor of the International Journal of Applied Linguistics (SSCI-listed Journal; Wiley). Professor Kevin Tai has a PhD in Applied Linguistics from UCL and his doctoral research was fully funded by the UK Economic and Social Research Council (ESRC). He completed his doctoral coursework in Educational Research at the University of Cambridge, where he was Hughes Hall Hong Kong Alumni Scholar. He holds an MSc degree in Applied Linguistics and Second Language Acquisition from the University of Oxford and a BA (Hons) degree in English Language and Literature with First Class Honours (top of the cohort) from Newcastle University, UK.

Professor Tai is CELTA-qualified and his research interests include: translanguaging in multilingual contexts, language education policy, classroom discourse, and qualitative research methods (particularly Multimodal Conversation Analysis, Interpretative Phenomenological Analysis and Linguistic Ethnography). His research has appeared in international peer-reviewed journals, including Classroom Discourse, Language and Education, Linguistics and Education, System, Applied Linguistics, International Journal of Science Education, Language Teaching Research, Applied Linguistics Review, Research in Science Education, International Journal of Bilingual Education and Bilingualism, International Review of Applied Linguistics in Language Teaching, TESOL Quarterly, and Learning and Instruction. In a recent bibliometric analysis of research trends in multilingualism in English Medium Instruction, published in the International Journal of Multilingualism (SSCI), the study identifies Professor Kevin W. H. Tai as the top prolific author in terms of both productivity and impact, as reflected by the m-index, h-index and g-index scores and the total number of publications (Zhu and Wang, 2024).

Professor Tai is a Fellow of the Royal Society of Arts (FRSA) and a Fellow of the Higher Education Academy (FHEA). 

Academic Background 

• BA (Hons) in English Language and Literature (First Class Honours and ranked 1st in the cohort), School of English Literature, Language and Linguistics, Newcastle University, UK 
• MSc in Applied Linguistics and Second Language Acquisition (Distinction in Dissertation), Department of Education, University of Oxford, UK
• PhD (Coursework) in Second Language Education, Faculty of Education, University of Cambridge, UK
• PhD in Applied Linguistics (Pass without Corrections), IOE, UCL's Faculty of Education and Society, University College London (UCL), UK [Principal Supervisor: Professor Li Wei; Internal and External Examiners: Professor Steve Walsh and Professor John Gray].
• Certificate in English Language Teaching to Adults (CELTA), Cambridge Assessment English
• Diploma in Teaching English to Speakers of Other Languages (DELTA) Module One, Cambridge Assessment English

Editorial Positions

• Editor, The Language Learning Journal (Routledge, ESCI-listed Journal)
• Assistant Editor,  International Journal of Bilingual Education and Bilingualism (Routledge, SSCI-listed Journal) 
• Executive Guest Editor, Learning and Instruction (Elsevier, SSCI-listed Journal) [Special Issue: “The Role of Multilingualism in Content and Language Integrated Learning Classroom Context”]
• Executive Guest Editor, International Journal of Applied Linguistics (Wiley, SSCI-listed Journal) [Special Issue: "Translanguaging, Medium of instruction, and L2 Learning Motivation"]
• Editorial Board Member, System (Elsevier, SSCI-indexed Journal)
• Editorial Board Member, Discover Education (Springer) 
• Review Panel Member, Journal of Education, Language, and Ideology
• Research Advisor, Cambridge Educational Research E-Journal (Faculty of Education, University of Cambridge)
• Editorial Board Member, Language Teaching Research Quarterly (European Knowledge Development)

Honorary and Visiting Academic Appointments

• Honorary Research Fellow,  IOE, UCL’s Faculty of Education and Society, University College London (December 2021 - Present)
• External Faculty Member, PhD Dissertation Committee, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, United States (June 2023 - Present)
• Visiting Scholar, Faculty of Education, University of Macau (November 2024 - November 2024)
• Honorary Visiting Scholar, School of Education and English, University of Nottingham Ningbo China (October 2024 - October 2024)
• Visiting Colleague (Virtual), Department of Second Language Studies, University of Hawaii at Manoa (August 2020 - May 2021)
• Visiting Undergraduate Researcher in Applied English Linguistics, Department of English, The Chinese University of Hong Kong (June 2016 - August 2016)

Teaching Summary

To this point in his career, Professor Kevin Tai has had the opportunity to teach a diverse group of students in a wide range of educational contexts: adult English to Speakers of Other Languages students (a community centre in the United Kingdom), junior and senior secondary students (a Hong Kong English Medium Instruction school), primary students (a Hong Kong international school), undergraduates (English Language Education and Linguistics majors) and postgraduates (MA in English Language Studies, MA in Teaching English to Speakers of Other Languages, MEd in Content and Language Integrated Learning and PhD/EdD in Education). Professor Tai was awarded the status of Associate Fellow of the Higher Education Academy (AFHEA) in 2021 and Fellow of the Higher Education Academy (FHEA) in 2023 for recognising his teaching and learning support activity in higher education. 

Undergraduate and Postgraduate Teaching
Undergraduate Course

• School of Arts and Social Sciences, Hong Kong Metropolitan University

1. Teaching Assistant for LANGA339F Pragmatics (Undergraduate course for students pursuing BEd (Hons) in English Language Teaching, Bachelor of English Language Studies (with Honours) and BA (Hons) in Language Studies and Translation)

Postgraduate Courses

• Department of English and Communication, The Hong Kong Polytechnic University

1. MA Subject Coordinator and Lecturer for ENGL542 Language Development and Use (Postgraduate taught course for students pursuing an MA in English Language Studies or an MA in English Language Arts)

• IOE, UCL’s Faculty of Education and Society, University College London

1. Course Tutor forIOE MPhil/PhD Core Course 
2. Course Tutor for Qualitative Data Analysis: An Overview (Qualitative Research Methods Course for PhD/EdD students)

• Faculty of Education, The University of Hong Kong

1. Course Coordinator, MAES7109 Intercultural Communication (Postgraduate taught course for students pursuing an MA in TESOL) [2022-Present]
2. Course Coordinator, MEDD8845 Principles and Practice: Bridging Pedagogy in Content and Language Integrated Learning (Postgraduate taught course for students pursuing an MEd in Content and Language Integrated Learning, CLIL) [2022-Present]
3. Course Coordinator, EDUR7117 Understanding Language and Social Interaction: An Introduction to Multimodal Conversation Analysis (Specialised Courses in Research Methods to MPhil/PhD/EdD Students) [2023-2024] *Conceived and developed a new course*
4. Course Coordinator, EDUR7119 Interpretative Phenomenological Analysis: Unveiling Insights of Individuals’ Lived Experiences (Specialised Courses in Research Methods to MPhil/PhD/EdD Students) [2024-2025] *Conceived and developed a new course*
5. Course Teacher, EDUC6760 Educational Inquiry (Postgraduate taught course for Postgraduate Diploma in Education, PGDE, Students) [2024-2025]
6. Course Teacher, EDUC6750 Collaborative Lesson Inquiry (Postgraduate taught course for Postgraduate Diploma in Education, PGDE, Students) [2024-2025]
7. Specialism Teacher, MEDD8001 Educational Issues and Research (Tutorials for MEd CLIL students) [2022]
8. Supervisor, MAES7200  MA TESOL Project by Independent Study [2023]
9. Supervisor, MEDD8008 MEd Research Project [2023-Present]

Postgraduate Supervision
At present, Professor Kevin Tai is supervising eight postgraduate research students:

• Principal Supervisor

1. Xinyi Wang, PhD Student (as Principal Supervisor, with Professor Chin-Hsi Lin as Co-Supervisor), "Advancing Second Language Acquisition: A Translanguaging Perspective in AI-Enhanced Chinese Language Classroom Environment" [Awardee of Postgraduate Scholarship]
2. Karen Choi, PhD Student (as Principal Supervisor, with Professor Hamid Mirhosseini as Co-Supervisor), "A translanguaging perspective on using digital technology to deliver synchronous online multimodal feedback in Hong Kong higher education setting" [Awardee of Postgraduate Scholarship]

• Co-Supervisor

1. Suiling Zuo, PhD Student (as Co-Supervisor, with Professor Hamid Mirhosseini), "Who am I as a language user here?: Language identity trajectories of Mainland Chinese students in Hong Kong Universities" [Awardee of Postgraduate Scholarship]
2. Renxiang Tian, PhD Candidate (as Co-Supervisor, with Professor Nutsa Kobakhidze), “Reshaping the ecosystem of education: An ethnographic study of teachers’, students’ and parents’ experience after China’s Double Reduction Policy”
3. Rachel Zuhui Chen, PhD Candidate (as Co-Supervisor, with Professor Steve Walsh), “Chinese high school teachers’ classroom interactional competence in synchronous online lessons—A CL/CA approach”
4. Xiaochen Yu, EdD Candidate (as Co-Supervisor, with Professor George Lianjiang Jiang), “Effectiveness of digital multimodal composing on Chinese EFL learners’ collaborative learning and academic writing: A quasi-experimental study”
5. Wen Zhang, PhD Student (as Co-Supervisor, with Professor Hamid Mirhosseini), “Native-speakerism in ELT: Attitudes of Secondary School Teachers, Students, and Parents in East China”

• External Faculty Member of PhD Dissertation Committee

1.    Neal Monroe, Doctoral Student and Graduate Teaching Associate, University of Tennessee, Knoxville, United States (Committee Members: Professors Clara Lee Brown, James Coda, Bernard Issa, Kevin W. H. Tai)

To date, Prof. Tai has supervised 12 MEd CLIL dissertation projects and 4 MA TESOL dissertation projects. At the moment, he is supervising 7 MEd CLIL and 3 MEd English Language Education dissertation projects. 

Internal Examiner in PhD Thesis Examinations

1. Tang, Darren Wai Pong. 2023. Consonant Cluster Variations in Hong Kong English: An Attitudinal Study. PhD Thesis, The University of Hong Kong.
2.  Lok, Pedro Wai Yi. 2023. Unravelling Kongish: Endonormativity and Language Ideologies among Insiders. PhD Thesis, The University of Hong Kong.
3. Siu, Phoebe Lok Yi. 2024. Heterglossic Co-becoming in CLIL: The Multimodalities-Entextualisation Cycle in Public Relations Writing. EdD Thesis, The University of Hong Kong. 

Professor Tai welcomes informal enquiries from prospective doctoral students interested in any of the primary research areas outlined above and is typically able to take on one (or occasionally two) new doctoral student(s) each year. Prospective students should aim to contact Prof. Kevin W. H. Tai with a CV and draft proposal in the autumn term (September-November) before the intended start date. Additional information for applicants (including deadlines for funding) can be found here. Due to the high number of applications received, prospective students are strongly advised to apply in advance of the funding deadline (typically early December).

Awards, Honours and Funding

• The World’s Top 2% Most-Cited Scientist (Languages and Linguistics), Stanford University Ranking 2024 (Elsevier) 
• Honorary Research Fellow, IOE, UCL's Faculty of Education and Society, University College London
• Fellow of the Royal Society of Arts (FRSA), The Royal Society for the Encouragement of Arts, Manufactures and Commerce, United Kingdom 
• Fellow of the Higher Education Academy (FHEA), Advanced HE, United Kingdom
• RGC Early Career Award (傑出青年學者獎), Research Grants Council (RGC), Hong Kong
• University Research Output Prize, The University of Hong Kong (HKD $120,000)
• Faculty Outstanding Young Researcher Award, Faculty of Education, The University of Hong Kong (HKD $20,000)
• Faculty Early Career Research Output Award, Faculty of Education, The University of Hong Kong
• General Research Fund (GRF), Hong Kong Research Grants Council (RGC) Competitive Research Funding Scheme (HKD $930,221)
• GRF/ECS Success Award 2024/25, Faculty of Education, The University of Hong Kong (HKD $20,000)
• Award of Yearly Pay Adjustment 2023/24, The University of Hong Kong 
• GRF/ECS Success Award 2023/24, Faculty of Education, The University of Hong Kong (HKD $20,000)
• Early Career Scheme (ECS), Hong Kong Research Grants Council (RGC) Competitive Research Funding Scheme (HKD $898,200)
• Seed Fund for Basic Research for New Staff, University Research Committee, The University of Hong Kong (HKD $150,000)
• Faculty Start-Up Fund, Faculty of Education, The University of Hong Kong (HKD $ 275,000)
• Faculty Research Fund, Faculty of Education, The University of Hong Kong (HKD $ 60,000)
• Conference Support for Teaching Staff, University Research Committee, The University of Hong Kong (Total HKD $34,500)
• Economic and Social Research Council (ESRC) +3 Doctoral Award, ESRC UCL, Bloomsbury and East London (UBEL) Doctoral Training Partnership (Grant Reference: ES/P000592/1) (Approximately GBP £72,860; tuition fees and living stipends)
• ESRC Research Training Support Grant, ESRC UCL, Bloomsbury and East London Doctoral Training Partnership (GBP £2250)
• ESRC Overseas Institutional Visit Grant, ESRC UCL, Bloomsbury and East London Doctoral Training Partnership (GBP £2810)
• ESRC Overseas Fieldwork Grant, ESRC UCL, Bloomsbury and East London Doctoral Training Partnership (GBP £2560)
• Full Conference Scholarship for Attending the 55th RELC International Conference, University College London (SGD $107)
• Learning Opportunity Fund, University College London (GBP £250)
• Edwin Leong Travel Grant, Hughes Hall, University of Cambridge (GBP £250)
• Hong Kong Alumni Scholarship, Hughes Hall, University of Cambridge (GBP £2500)
• Travel Bursary, Warwick ESRC Doctoral Training Centre, The University of Warwick (GBP £40.90)
• MSc Student Research Grant, Department of Education, University of Oxford (GBP £100)
• Travel and Research Fund, St Cross College, University of Oxford (GBP £150)
• Barbara Strang Best Performance in Language and Linguistics, Newcastle University (GBP £150)
• Barbara Strang Runner-up Best Dissertation in Language and Linguistics, Newcastle University (GBP £100)
• University Research Scholarship, Newcastle University (GBP £1200)
   

Professor Kevin Tai has been a Principal Investigator of several funded projects amounting to a total of nearly HKD $3,100,000 (equivalent to £310,000), leading a team of research assistants.

Professor Kevin Tai was awarded the RGC Early Career Award in 2023/24 from the Research Grants Council (RGC) of Hong Kong in recognition of the exceptional quality of his research submitted to the Early Career Scheme (ECS) grant bid. The Early Career Award is an honorary title that includes an additional HKD $100,000 for awardees whose research proposal received an outstanding rating (full score 5.0) and whose education plan was rated as satisfactory. Out of 525 applications from all University Grants Committee (UGC) funded universities (187 projects funded by the ECS), only seven early-career scholars from all academic disciplines received the Early Career Awards, and Professor Tai is one of them. Professor Tai was also the only professoriate staff at HKU who received the RGC Early Career Award in 2023/24. 

Principal Investiagtor

• “Transitioning from Primary Chinese Medium Instruction to Secondary English Medium Instruction: The Role of Translanguaging in Contributing to English as a Foreign Language Students’ Motivational Development”. General Research Fund (GRF), Research Grants Council (RGC) of Hong Kong. (Project Number: 17620024) (HKD $930,221 and HKD $20,000 from Faculty of Education, HKU) (2024-2026)
  [Received the GRF/ECS Success Award 2023/24 from HKU Faculty of Education]
  [Co-Investigators: Professor Li Wei (University College London), Professor Josh Prada (University of Groningen), Dr. Yi Wang (Cardiff University)]

• “The Affordance of an Emotionally Safe Translanguaging Space for Supporting Hong Kong Ethnic Minority Students in Managing Second Language Classroom Anxiety: A Study of Chinese as an Additional Language Classrooms”. Early Career Scheme (ECS), Research Grants Council (RGC) of Hong Kong. (Project Number: 27616923) (HKD $898,200 from RGC and HKD $20,000 from Faculty of Education, HKU) (2023-2025) 
  [Received the Highest Overall Rating and Awarded the Honorary Title of “Early Career Award” from RGC and the GRF/ECS Success Award 2023/24 from HKU Faculty of Education] 
  [Collaborators: Professor Li Wei (University College London), Dr. Yi Wang (Cardiff University), Professor James Simpson (The Hong Kong University of Science and Technology)]

• "Mediating English Language Learning in Synchronous Online Lessons: A Virtual Ethnography", Principal Investigator, Seed Fund for Basic Research for New Staff (HKD 150,000), University Research Committee, The University of Hong Kong (January 2023 - January 2025) 

• “Constructing a Translanguaging Space for Supporting Hong Kong Ethnic Minority Students in Managing Second Language Classroom Anxiety: A Pilot Study of English as a Second Language Classrooms”, Principal Investigator, Faculty Research Fund (HKD $60,000), Faculty of Education, The University of Hong Kong (September 2022 - Present) 

• Faculty Start-Up Fund, Faculty of Education, The University of Hong Kong (HKD $ 275,000)

• "Translanguaging in Hong Kong English Medium Instruction Classrooms: A Linguistic Ethnographic Study of Classroom Interaction and Teachers' Reflection", Principal Investigator, +3 ESRC Doctoral Award, ESRC Overseas Fieldwork Grant, ESRC Overseas Institutional Visit Grant and ESRC Research Training Support Grant (approx. £80,480), Economic and Social Research Council (ESRC) (Grant Reference: ES/P000592/1) (September 2019 - July 2021)
• "Literacy Education for Immigrant Adults: Materials and Teacher Training", Principal Investigator, University Research Scholarship (£1,200), Newcastle University (2016)

Supervision of Research Assistants
At present, Professor Kevin Tai is supervising the following Research Assistants:

• Xinyi Wang, PhD Student in Language and Literacy Education, HKU Faculty of Education
• Karen Chung Ki Choi, PhD Student in Language and Literacy Education, HKU Faculty of Education 
• Sabrina Yiu Yiu Choi, BA Student, HKU Faculty of Arts
• Yu Hung Wong, MPhil Student, HKU School of Chinese

Special Interest Group for Translanguaging and Inclusive Education, CAISE, The University of Hong Kong

The Special Interest Group (SIG) for Translanguaging and Inclusive Education under the Centre for Advancement in Inclusive and Special Education (CAISE), Faculty of Education, The University of Hong Kong has been officially launched. Professor Kevin Tai is the Chair of the SIG. The Special Interest Group aims to build up a community of researchers and practitioners who share an interest in promoting translanguaging as an inclusive pedagogical approach in teaching and learning. If you have a passion for translanguaging and inclusive education and would like to stay updated on our activities and discussions, please feel free to join our email list. By subscribing, you will have the opportunity to engage with like-minded individuals who are committed to promoting inclusivity in education. 

To register for our email list, please follow the Google link provided below:

https://groups.google.com/g/sig-tie/about

The purposes of the SIG are:

1. Advance research and knowledge exchange on Translanguaging as an inclusive pedagogical approach that encourages teachers and students to value students’ linguistic and cultural repertoires, challenge the standard and named language ideologies and promote equitable learning, social inclusion and justice.
2. Provide a platform for emergent and experienced scholars, as well as in-service and pre-service teachers, to engage in academic exchange on Translanguaging research and pedagogies.
3. Provide occasional seminars and practical workshop sessions for students, teachers and researchers.

Publications 

(* indicates Corresponding Author)

(^# indicates Masters or PhD Supervisee/Research Assistant)

Books

1. Tai, K. W. H. (Under Contract). Translanguaging in Classroom Discourse. Cambridge: Cambridge University Press.
2. Tai, K. W. H. 2023. Multimodal Conversation Analysis and Interpretative Phenomenological Analysis: A Methodological Framework for Researching Translanguaging in Multilingual Classrooms. London: Routledge. DOI: 10.4324/9781003351047 

Book Reviews by:

• Mutiaraningrum, I. 2024. ‘Book review: Multimodal conversation analysis and interpretative phenomenological analysis: A methodological framework for researching translanguaging in multilingual classrooms’. Multimodality & Society. Epub ahead of Print. DOI: 10.1177/26349795241252536
• Ningsih, Y. D. R. & Bram, B. 2023. ‘Multimodal conversation analysis and interpretative phenomenological analysis: A methodological framework for researching translanguaging in multilingual classrooms’.  Language and Education 1-4. DOI: 10.1080/09500782.2023.2222025
• Vivancos Sánchez, A. 2023. ‘Book review Multimodal Conversation Analysis and Interpretative Phenomenological Analysis: A Methodological Framework for Researching Translanguaging in Multilingual Classrooms’. Language Value 16 (2): 146–151. DOI: 10.6035/languagev.7793
• Amansyah, F. and Anas, I. 2023. ‘Analyzing the Translanguaging Strategies in Educational Setting: A Book Review of Multimodal Conversational Analysis and Interpretative Phenomenological Analysis’. The Qualitative Report 28 (6): 1851-1854. DOI: 10.46743/2160-3715/2022.6473

International Peer-Reviewed Journal Articles

1. Tai, K. W. H.*, & Li, L.# (Accepted). Leveraging Mutually Shared Knowledge through Translanguaging in EMI Classrooms: Combining Multimodal Conversation Analysis with Interpretative Phenomenological Analysis. Applied Linguistics Review. Advance online publication. DOI: 10.1515/applirev-2024-0256 (SSCI-listed Journal) [Open Access] 
2. Tai, K. W. H.*, & Li, Wei. 2024. 'Mobilising multilingual and multimodal resources for facilitating knowledge construction: Implications for researching translanguaging in CLIL classroom context'. Journal of Multilingual and Multicultural Development. Advance online publication. DOI: 10.1080/01434632.2024.2442525 (SSCI-listed Journal) [Open Access]
3. Tai, K. W. H. 2024. 'Transprogramming in the primary-level programming lessons: Reconceptualising translanguaging in the era of artificial intelligence'. Applied Linguistics. Advance online publication. DOI: 10.1093/applin/amae076 (SSCI-indexed Journal) [Open Access]
4. Tai, K. W. H.*, and Lee, T. K. 2024. 'Mitigating ethnic minority students' foreign language anxiety through co-learning in Chinese as an additional language classrooms: A transpositioning perspective'. System 127: 1-27. DOI: 10.1016/j.system.2024.103496 (SSCI-indexed Journal) [Open Access]
5. Cheung, K. K. C., and Tai, K. W. H.* 2024. '“Did you watch the Disney parade?” Pedagogical Translanguaging for Evoking Students’ Perezhivanie to Integrate Representations in Linguistically Diverse Science Classroom'. Language and Education. Epub ahead of Print. DOI: 10.1080/09500782.2024.2413137 (SSCI-indexed Journal) [Open Access]
6. Tai, K. W. H. 2024. ‘Transpositioning in English Medium Instruction Classroom Discourse: Insights from a Translanguaging Perspective’. Language and Education. Epub ahead of Print. DOI: 10.1080/09500782.2024.2382748 (SSCI-indexed Journal) [Open Access]
7. Tai, K. W. H. and Wang, X.^# 2024. ‘Exploring Ethnic Minority Students’ Perspectives on Anxiety in Learning Chinese as an Additional Language: An Interpretative Phenomenological Analysis’. Journal of Multilingual and Multicultural Development. Epub ahead of Print. DOI: 10.1080/01434632.2024.2368053 (SSCI-indexed Journal) [Open Access]
8. Tai, K. W. H. 2024. ‘A Translanguaging Perspective on Teacher Contingency in Hong Kong English Medium Instruction History Classrooms’. Applied Linguistics 45 (2): 207–248. DOI: 10.1093/applin/amac039 (SSCI-indexed Journal) [Open Access]
9. Tai, K. W. H.* and Li, Wei. 2024. ‘The Affordances of iPad for Constructing a Technology-Mediated Space in Hong Kong English Medium Instruction Secondary Classrooms: A Translanguaging View’. Language Teaching Research 28 (4): 1501-1551. DOI: 10.1177/13621688211027851 (SSCI-indexed Journal) [Open Access]
10. Tai, K. W. H. and Zuo, M. 2024. ‘The Development of an ESL Teacher’s Ability in Constructing a Virtual Translanguaging Space in Synchronous Online Language Tutorials’. Linguistics and Education 83: 1-34. DOI: 10.1016/j.linged.2024.101311 (SSCI-indexed Journal) [Open Access]
11. Tai, K. W. H. and Chung, E. 2024. ‘ESL Teacher’s Experiences of Engaging with Published Research Findings: An Interpretative Phenomenological Analysis’. Innovation in Language Learning and Teaching. Epub ahead of Print. DOI: 10.1080/17501229.2024.2315091 (SSCI-indexed Journal)
12. Li, J. and Tai, K. W. H. 2024. ‘Examining the Effects of L2 Self-Guides on Chinese University EFL Learners’ Attitudes Towards Classroom Language Choice’. English Teaching & Learning. Epub ahead of Print. DOI: https://doi.org/10.1007/s42321-024-00175-y (Invitation to Special Issue – ‘Motivation in the English Language Classroom’). (ESCI-indexed Journal) [Open Access]
13. Tai, K. W. H. 2024. ‘Transcending the Boundaries of Mode in Online Language Teaching: A Translanguaging Perspective on ESL Teachers’ Synchronous Small Group Online Tutorials’. System. Epub ahead of Print. DOI: 10.1016/j.system.2023.103185 (SSCI-indexed Journal) [Open Access]
14. Tai, K. W. H. 2024. ‘Classroom Interactional Competence in an English Medium Instruction Mathematics Classroom: A Creation of a Technology-Mediated Translanguaging Space’. Learning and Instruction. Epub ahead of Print. DOI: 10.1016/j.learninstruc.2023.101849 (Invitation to Special Issue – ‘The Role of Multilingualism in Content and Language Integrated Learning Classroom Contexts’) (SSCI-indexed Journal) [Open Access]
15. Tai, K. W. H. 2023. ‘Documenting Students’ Conceptual Understanding of Second Language Knowledge: A Translanguaging Analysis of Classroom Interactions in a Primary English as a Second Language Classroom for Linguistically and Culturally Diverse Students’. Applied Linguistics Review. Epub ahead of Print. DOI: 10.1515/applirev-2023-0181 (SSCI-indexed Journal) [Open Access]
16. Tai, K. W. H. 2023. ‘Funds of Knowledge for Synchronous Online Language Teaching: A Translanguaging View on an ESL Teacher’s Pedagogical Practices’. International Review of Applied Linguistics in Language Teaching. Epub ahead of Print. DOI: 10.1515/iral-2023-0096 (SSCI-indexed Journal) [Open Access]
17. Tai, K. W. H. 2023. ‘Creating Translanguaging Spaces in a Hong Kong English Medium Instruction Mathematics Classroom: A Comparative Analysis of Classroom Interactions with and without the Use of iPad’. Linguistics and Education 78: 1-26. DOI: 10.1016/j.linged.2023.101227 (SSCI-indexed Journal) [Open Access]
18. Tai, K. W. H.* and Li, Wei. 2023. ‘Engaging Students in Learning and Creating Different Translanguaging Sub-Spaces in Hong Kong English Medium Instruction History Classrooms’. Language and Education. Epub ahead of Print. DOI: 10.1080/09500782.2023.2248958 (SSCI-indexed Journal) [Open Access]
19. Tai, K. W. H. 2023. ‘Shaping Student Responses into Academic Expressions: Analysing an English Medium Instruction History Classroom from a Translanguaging Perspective’. International Journal of Bilingual Education and Bilingualism. Epub ahead of Print. DOI: 10.1080/13670050.2023.2232089 (SSCI-indexed Journal) [Open Access]
20. Mendoza, A., Hamman-Ortiz, L., Tian, Z., Rajendram, S., Tai, K. W. H., Ho, W. Y. J., and Sah, P. 2024. ‘Sustaining Critical Approaches to Translanguaging in Education: A Contextual Framework’. TESOL Quarterly, 58 (2), 664-692. Epub ahead of Print. DOI: 10.1002/tesq.3240 (SSCI-indexed Journal) [Open Access]
21. Wong, C. Y. and Tai, K. W. H. 2023. “I made many discoveries for myself”: The Development of a Teacher Candidate’s Pedagogical Knowledge of Translanguaging”. System 116: 1-16. DOI: 10.1016/j.system.2023.103058 (SSCI-indexed Journal)
22. Tai, K. W. H.* and Li, Wei. 2023. ‘Embodied Enactment of a Hypothetical Scenario in an English Medium Instruction Secondary Mathematics Classroom: A Translanguaging Approach’. Language Teaching Research. Epub ahead of Print. DOI: 10.1177/13621688231152858 (SSCI-indexed Journal) [Open Access]
23. Tai, K. W. H. 2023. ‘Cross-Curricular Connection in an English Medium Instruction Western History Classroom: A Translanguaging View’. Language and Education 38 (3): 435-464. DOI: 10.1080/09500782.2023.2174379 (SSCI-indexed Journal) [Open Access]  [This paper was selected as the most read article published in 2023 by Language and Education.]
24. Tai, K. W. H.* and Dai, D. 2023. ‘Observing a Teacher’s Interactional Competence in an ESOL Classroom: A Translanguaging Perspective’. Applied Linguistics Review. Epub ahead of Print. DOI: 10.1515/applirev-2022-0173 (SSCI-indexed Journal) [Open Access]
25. Tai, K. W. H. 2023. ‘Managing Classroom Misbehaviours in the Hong Kong English Medium Instruction Secondary Classrooms: A Translanguaging Perspective’. System 113: 1-35. DOI: 10.1016/j.system.2022.102959 (SSCI-indexed Journal) [Open Access]
26. Tai, K. W. H.* and Wong, C. Y. 2023. ‘Empowering Students Through the Construction of a Translanguaging Space in an English as a First Language Classroom’. Applied Linguistics 44 (6): 1100–1151. DOI: 10.1093/applin/amac069 (SSCI-indexed Journal) [Open Access] [Awarded the Faculty Early Career Research Output Award (FECROA) from HKU Faculty of Education and the 2023 University Research Output Prize (ROP) from HKU for the excellent journal publication.]
27. Tai, K. W. H.* and Zhao, V. Y. 2022. ‘Success Factors for English as a Second Language University Students’ Attainment in Academic English Language Proficiency: Exploring the Roles of Secondary School Medium-of-Instruction, Motivation and Language Learning Strategies’. Applied Linguistics Review. Epub ahead of Print. DOI: 10.1515/applirev-2022-0049 (SSCI-indexed Journal) [Open Access]
28. Bui, G. and Tai, K. W. H. 2022. ‘Revisiting Functional Adequacy and Task-based Language Teaching in the GBA: Insights from Translanguaging’. Asian-Pacific Journal of Second and Foreign Language Education 7 (40): 1-14. DOI: 10.1186/s40862-022-00160-7 (Invitation to Special Issue – ‘Rethinking Language Policy and Planning in the Greater Bay Area of China: Insights from Translanguaging theory’). (ESCI-indexed Journal) [Open Access]
29. Tai, K. W. H. 2022. ‘Translanguaging as Inclusive Pedagogical Practices in English Medium Instruction Science and Mathematics Classrooms for Linguistically and Culturally Diverse Students’. Research in Science Education 52 (3): 975 - 1012. DOI: 10.1007/s11165-021-10018-6 (Invitation to Special Issue – ‘Multiple Representations and Social Semiotics’) (SSCI-indexed Journal) [Open Access]
30. Ho, W. Y. J. and Tai, K. W. H. 2021. ‘Translanguaging in Digital Learning: The Making of Translanguaging Spaces in Online English Teaching Videos’. International Journal of Bilingual Education and Bilingualism. Epub ahead of Print. DOI: 10.1080/13670050.2021.2001427 (Invitation to Special Issue – ‘Trans(language)ing in Language Education: Meaning-Making past the Traditional Boundaries of Language(s)’) (SSCI-indexed Journal) [This paper was selected as the most cited article published in the last 3 years (from 2020-2023) by the International Journal of Bilingual Education and Bilingualism.]
31. Cheung, K. K. C. and Tai, K. W. H. 2021. ‘The Use of Intercoder Reliability in Qualitative Interview Data Analysis in Science Education’. Research in Science and Technological Education. Epub ahead of Print. DOI: 10.1080/02635143.2021.1993179 (SSCI-indexed Journal) [Open Access]
32. Tai, K. W. H.* and Li, Wei. 2021. ‘Constructing Playful Talk through Translanguaging in the English Medium Instruction Mathematics Classrooms’. Applied Linguistics 42 (4): 607-640. DOI: 10.1093/applin/amaa043 (SSCI-indexed Journal) [Open Access] [Oxford University Press Linguistic Society of America 2022 Reading List has selected this paper as one of the most-read research articles that were published in “Applied Linguistics” in 2021.]
33. Pun, J. and Tai, K. W. H.* 2021. ‘Doing Science through Translanguaging: A Study of Translanguaging Practices in Secondary English as a Medium of Instruction Science Laboratory Sessions’. International Journal of Science Education 43 (7): 1112-1139. DOI: 10.1080/09500693.2021.1902015 (SSCI-indexed Journal) [This paper was selected as the most cited article published in the last 3 years (from 2020-2023) by the International Journal of Science Education.]
34. Tai, K. W. H.* and Li, Wei. 2021. ‘Co-Learning in Hong Kong English Medium Instruction Mathematics Secondary Classrooms: A Translanguaging Perspective’. Language and Education 35 (3): 241-267. DOI: 10.1080/09500782.2020.1837860 (SSCI-indexed Journal) [This paper was selected as the most cited article published in the last 3 years (from 2020-2023) by Language and Education.]
35. Tai, K. W. H.* and Li, Wei. 2020. ‘Bringing the Outside In: Connecting Students’ Out-of-School Knowledge and Experience through Translanguaging in Hong Kong English Medium Instruction Mathematics Classes’. System 95: 1-32. DOI: 10.1016/j.system.2020.102364 (SSCI-indexed Journal) [This paper was selected as the most cited article published in the past 3 years (from 2020-2023) by System.]
36. Ho, W. Y. J. and Tai, K. W. H. 2020. ‘Doing Expertise Multilingually and Multimodally in Online English Teaching Videos’. System 94: 1-12. DOI: 10.1016/j.system.2020.102340 (SSCI-indexed Journal)
37. Tai, K. W. H.* and Khabbazbashi, N. 2019. ‘Vocabulary Explanations in Beginning-level Adult ESOL Classroom Interactions: A Conversation Analysis Perspective’. Linguistics and Education 52: 61-77. DOI: 10.1016/j.linged.2019.06.006 (SSCI-indexed Journal)
38. Tai, K. W. H.* and Khabbazbashi, N. 2019. ‘The Mediation and Organisation of Gestures in Vocabulary Instructions: A Microgenetic Analysis of Interactions in a Beginning-level Adult ESOL Classroom’. Language and Education 33 (5): 445-468. DOI: 10.1080/09500782.2019.1596122 (SSCI-indexed Journal)
39. Tai, K. W. H.* and Brandt, A. 2018. ‘Creating an Imaginary Context: Teacher’s Use of Embodied Enactments in Addressing a Learner’s Initiatives in a Beginner-Level Adult ESOL Classroom’. Classroom Discourse 9 (3): 244-266. DOI: 10.1080/19463014.2018.1496345. (ESCI-indexed Journal) [This paper was selected as one of the most cited articles of all time by Classroom Discourse.]

Invited Working Papers and Book Chapters

1. Tai, K. W. H.*, and Li, Wei. (Accepted, Forthcoming). Translanguaging. In International Encyclopedia of Language and Linguistics, 3rd Edition.
2. Tai, K. W. H. (Accepted, Forthcoming). Translanguaging in Multilingual Education. The Encyclopaedia of Applied Linguistics. 
3. Tai, K. W. H. 2021. ‘Researching Translanguaging in EMI Classrooms’. In J. Pun and S. Curle (eds.) Research Methods for English Medium Instruction. London: Routledge. 119-132. DOI: 10.4324/9781003025115-9 
4. Tai, K. W. H.* and Poon, B. L. M. 2016. ‘A Conversation Analysis of Teacher's Feedback and Students' Uptake in an Intermediate English as a Second Language Classroom at INTO Newcastle University’. Annual Review of Education, Communication and Language Sciences (ARECLS) 13: 15-43. (EBSCO-indexed Journal) [Open Access]

Newsletters

1. Tai, K. W. H. (2024). “Translanguaging” in a Classroom of Native English Speakers. Education Matters, 20, 4-5. https://web.edu.hku.hk/newsletters/vol-20 
2. Tai, K. W. H. (2021). Publishing during your doctoral studies. The AAAL Graduate Student Council Newsletter, 6(1), 16-18. https://www.aaal-gsc.org/newsletter-fall-2021 

Theses

1. Tai, K. W. H. 2021. Translanguaging in Hong Kong English Medium Instruction Classrooms: An Ethnomethodologically Informed Study of Classroom Interaction and Teachers’ Reflection. PhD Thesis, University College London, U.K. 
2. Tai, K. W. H. 2018. Vocabulary Explanations and Second Language Development in Adult Beginner-Level ESOL Classroom Interaction: A Conversation Analysis Perspective. MSc Dissertation. University of Oxford, U.K. 
3. Tai, K. W. H. 2017. A Conversation Analysis of Learner-Initiated Responses in a Beginning-Level English as a Second Language Classroom for Adults. BA Honours Dissertation. Newcastle University, U.K. 

Conference Presentations and Posters

1. Tai, K. W. H. and Wang, X. 2025, March. The Affordance of a Translanguaging Space for Supporting Minoritized Students in Managing Foreign Language Anxiety. Paper will be presented at the 2025 American Association for Applied Linguistics in Denver, USA. 
2. Tai, K. W. H. 2024. August. Embodied Enactment of a Hypothetical Scenario in an English Medium Instruction Secondary Mathematics Classroom: Translanguaging and Transpositioning Perspectives. Paper presented at the 21st AILA World Congress, Kuala Lumpur, Malaysia. Invited Symposium: “Expanding the understanding of communicative competence for EMI teaching and learning: From academic English centrism to repertoire assemblage”.
3. Tai, K. W. H. 2024, August. Creating Translanguaging Spaces in a Hong Kong English Medium Instruction Mathematics Classroom: A Comparative Analysis of Classroom Interactions with and without the Use of iPad. Paper presented at the 21st AILA World Congress, Kuala Lumpur, Malaysia. 
4. Tai, K. W. H. 2024, March. Transcending the Boundaries of Modes: A Translanguaging Perspective on ESL Teachers’ Synchronous Online Lessons. Paper presented at the 2024 American Association for Applied Linguistics in Houston, Texas, USA. 
5. Tai, K. W. H. 2023, July. Transforming Students' Learning Through the Creation of a Translanguaging Space in an English as a First Language Classroom. Paper presented at the 2023 Hong Kong Association of Applied Linguistics Conference, Invited Symposium: “Translanguaging as theory and method: Implications for language planning and classroom practice”.
6. Tai, K. W. H. 2023, March. A Translanguaging Perspective on Teacher Contingency in Hong Kong English Medium Instruction History Classrooms. Paper presented at the 2023 American Association for Applied Linguistics in Portland, Oregon, USA.
7. Tai, K. W. H. and Wong, C. 2023, March. Developing students’ appreciation of linguistic diversity through creating a translanguaging space in a monolingual classroom. Paper presented at the 2023 American Association for Applied Linguistics in Portland, Oregon, USA.
8. Wong, C. and Tai, K. W. H. 2023, March. The Development of an ESOL Teacher Candidate’s Knowledge of Translanguaging. Paper presented at the TESOL 2023 International Convention & English Language Expo in Portland, Oregon, USA.
9. Tai, K. W. H. 2021, May. Playful Talk through Translanguaging in the English Medium Instruction Classrooms in Hong Kong: A Sociolinguistic Ethnography. Paper presented at the e-Sociolinguistics Symposium 23 in Hong Kong.
10. Tai, K. W. H. 2021, February. Connecting Students’ Out-of-School Knowledge and Experience through Translanguaging in Hong Kong EMI Classes. Paper presented at the 2021 Conference of the American Association for Applied Linguistics (AAAL), Invited Colloquium: “Translanguaging as multisensory and multimodal: Transcending linguistic and non-linguistic divide for complex knowledge-construction”.
11. Tai, K. W. H. 2020, November. Translanguaging Practices in a Linguistically Diverse English Medium Instruction Mathematics Secondary Classroom in Hong Kong. Data presented at Multimodal-Analysis Research Group (MARG). Data Session, Newcastle University, U.K. 
12. Tai, K. W. H. 2020, October. Translanguaging in a Hong Kong EMI Mathematics Secondary Classroom. Conversation Analysis Data Session, University of Hawaii at Manoa, USA. 
13. Tai, K. W. H. 2020, February. Translanguaging Practices in EMI classes in Hong Kong. EMI Doctorial Webinar, Teaching English & Teaching in English in Global Contexts. Available at here.
14. Chan, D., Tai, K. W. H., and Naroden, A. 2019, June. Do Cantonese-English bilinguals construe motion events differently from monolingual controls? Language production data from an eye-tracking study. Poster presented at The 12th International Symposium on Bilingualism (ISB12) in Canada. 
15. Tai, K. W. H. 2019, June. Embodied Enactment as a Form of Translanguaging: A Conversation Analysis of Beginning-level Adult ESOL Classroom Interactions. Paper presented at the 16th International Pragmatics Conference (IPrA) in Hong Kong. 
16. Tai, K. W. H. 2018, May. Vocabulary Explanations in Adult Beginner-Level ESOL Classroom Interaction: A Conversation Analysis Perspective. Paper presented at Kaleidoscope Conference 2018, The Faculty of Education, University of Cambridge.
17. Tai, K. W. H. 2018, May. Explaining Vocabulary in an Adult ESOL Classroom in the United States. Data presented at Multimodal-Analysis Research Group (MARG). Data Session, Newcastle University, U.K.
18. Tai, K. W. H. 2018, February. Vocabulary Explanations in Adults’ Beginner-Level ESOL Classrooms. Data presented at Multimodal-Analysis Research Group (MARG). Data Session, Newcastle University, U.K. 
19. Tai, K. W. H. 2018, January. Creating an Imaginary Context: Teacher’s Use of Embodied Enactments in Addressing Learner Initiatives in a Beginner-Level Adult ESOL Classroom. Paper presented at Oxford University Hong Kong Scholars Association: Research Symposium 2018, University of Oxford. Available at here.
20. Tai, K. W. H. 2017, October. Teacher's Feedback and Students' Uptake in an Intermediate English as a Second Language Classroom at a British University: A Conversation-Analytic Study. Paper presented at Oxford Educational Cloud Conference, University of Oxford. Available at here. 
21. Tai, K. W. H. 2017, February. Beginner-level ESOL Classroom Interaction in USA. Data presented at Multimodal-Analysis Research Group (MARG). Data Session, Newcastle University, U.K. 
22. Tai, K. W. H. 2016, November. Literacy Education for Immigrant Adults: Materials and Teacher Training. Poster presented at Newcastle University Research Scholarships 2016 Presentation Evening, Newcastle upon Tyne, U.K.
23. Naroden, A., Tai, K. W. H.*, Chan, H. L. 2016, August. Linguistic Relativity Effects on Eye Gaze and Tense and Aspect Production in Cantonese and American English L1 and L2 Speakers. Poster presented at The Chinese University of Hong Kong Summer Undergraduate Research End-of-Programme Poster Presentation, Hong Kong.

Editorial Positions 

• Editor, The Language Learning Journal (Routledge, ESCI-listed Journal)
• Assistant Editor, International Journal of Bilingual Education and Bilingualism (Routledge, SSCI-listed Journal) 
• Executive Guest Editor, Learning and Instruction (Elsevier, SSCI-listed Journal) [Special Issue: “The Role of Multilingualism in Content and Language Integrated Learning Classroom Context”]
• Executive Guest Editor, International Journal of Applied Linguistics (Wiley, SSCI-listed Journal) [Special Issue: "Translanguaging, Medium of instruction, and L2 Learning Motivation"]
• Editorial Board Member, System (Elsevier, SSCI-indexed Journal)
• Editorial Board Member, Discover Education (Springer)
• Review Panel Member, Journal of Education, Language, and Ideology
• Research Advisor, Cambridge Educational Research E-Journal (Faculty of Education, University of Cambridge)
• Editorial Board Member, Language Teaching Research Quarterly (European Knowledge Development)

Peer Reviewer for Conference Proposals

• Strand Coordinator of the Analysis of Discourse and Interaction Strand, 2023, 2024 and 2025 Conference of the American Association for Applied Linguistics (AAAL) (2023 - 2025)

External Positions / Other Major Offices

• School Manager, Delia Memorial School (Hip Wo), Hong Kong (October 2024 - Present)

• School Manager, Delia Memorial School (Hip Wo No. 2 College), Hong Kong (October 2024 - Present) 

Grants Assessor

• External Reviewer, Faculty Development Scheme (FDS) (RGC Competitive Research Funding Scheme for the Local Self-financing Degree Sector), Research Grants Council of Hong Kong
• Reviewer, Education Research Funding Programme Research Grants, Ministry of Education, Singapore, and the Education Research Funding Programme Office

Honorary and Visiting Academic Appointments

• Honorary Research Fellow,  IOE, UCL’s Faculty of Education and Society, University College London (December 2021 - Present)
• External Faculty Member, PhD Dissertation Committee, Department of Theory and Practice in Teacher Education, University of Tennessee, Knoxville, United States (June 2023 - Present)
• Visiting Scholar, Faculty of Education, University of Macau (November 2024 - November 2024)
• Honorary Visiting Scholar, School of Education and English, University of Nottingham Ningbo China (October 2024 - October 2024)
• Visiting Colleague (Virtual), Department of Second Language Studies, University of Hawaii at Manoa (August 2020 - May 2021)
• Visiting Undergraduate Researcher in Applied English Linguistics, Department of English, The Chinese University of Hong Kong (June 2016 - August 2016)

Academic Host

• Sponsoring Faculty Member, Hung Leung Hau Ling Distinguished Visiting Professorship in the Humanities and Social Sciences for Professor Li Wei (University College London) to visit the Faculty of Education at The University of Hong Kong for 16 days (2023-24). Value of Award: HKD $220,000.
• Sponsoring Faculty Member, Short-term Speaker Scheme for Professor Fan Fang (Shantou University) to visit the Faculty of Education at The University of Hong Kong for 3 days (2023-24). Value of Award: HKD $1,000 (per-diem allowance) and hotel accommodation.

Professional Memberships

• Life Fellow, Royal Society of Arts, UK (2021-Present)
• Fellow of the Higher Education Academy, Advanced HE, UK (2023-Present)
• Associate Fellow of the Higher Education Academy, Advanced HE, UK (2021-2023)
• Alumni Mentor and Alumni Member St Cross College, University of Oxford (2017-Present)
• Member, Committee on Conference Connections, American Association for Applied Linguistics (2024-Present)
• Member, American Association for Applied Linguistics (AAAL) (2022-Present)
• Member, Bilin Academy Parent-to-Teacher Advisory Committee (2024-Present)
• Life Member, The Oxford Union (2017-Present)
• Alumni Member, Hughes Hall, University of Cambridge (2018-Present)
• Alumni Member, Goodenough College (2019-Present)
• Member, East-West Center Association, Hawaii (2021-Present)

Invited Peer Reviewer
Professor Kevin Tai has acted as a reviewer for submissions to the following publishers and international journals:

• Routledge (Publisher for Linguistics)
• Applied Linguistics (SSCI-listed Journal)
• The Modern Language Journal (SSCI-listed Journal) 
• International Journal of Bilingual Education and Bilingualism (SSCI-listed Journal)
• TESOL Quarterly (SSCI-listed Journal)
• System (SSCI-listed Journal)
• Language and Education (SSCI-listed Journal)
• Linguistics and Education (SSCI-listed Journal)
• Applied Linguistics Review (SSCI-listed Journal)
• Text and Talk (SSCI-listed Journal)
• Journal of English for Academic Purposes (SSCI-listed Journal)
• RELC Journal (SSCI-listed Journal)
• Innovation in Language Learning and Teaching (SSCI-listed Journal)
• Classroom Discourse (ESCI-listed Journal)
• The Language Learning Journal (ESCI-listed Journal)
• Asian Englishes (ESCI-listed Journal)
• European Journal of Applied Linguistics (ESCI-listed Journal)
• TESOL Journal (ESCI-listed Journal)
• Asian Journal of English Language Teaching
• Journal of Multilingual Theories and Practices
• ZDM – Mathematics Education (SSCI-listed Journal) 
• Multilingua: Journal of Cross-Cultural and Interlanguage Communication (SSCI-listed Journal)
• Journal of Multilingual and Multicultural Development (SSCI-listed Journal) 
• Language, Culture and Curriculum (SSCI-listed Journal)
• The Asia-Pacific Education Researcher (SSCI-listed Journal) 
• Pedagogies: An International Journal (ESCI-listed Journal)
• Teaching and Teacher Education (SSCI-listed Journal)
• Global Chinese 
• Review of Educational Research (SSCI-listed Journal)
• Journal of English-Medium Instruction 
• ReCALL (SSCI-listed Journal) 
• International Journal of Social Research Methodology
   

Knowledge Exchange: Invited Keynotes / Talks

• Being invited to deliver an academic writing workshop to graduate students at the University of Oxford
• YouTube Link: https://youtu.be/uViDYcBjYG4

• Being invited to deliver a webinar on the following topic: “A Translanguaging Perspective on Teacher Contingency in Hong Kong English Medium Instruction History Classrooms”.

• Being invited to deliver a keynote speech on the following topic: “Translanguaging: Transforming Language, Multilingualism and English Medium Instruction Education”.

• Being invited to deliver a workshop to English Medium Instruction teachers in the Chinese context: “Translanguaging in Hong Kong English Medium Instruction (EMI) Secondary Classrooms”.

• Being invited to deliver a seminar to MPhil and PhD students at Cambridge on the following topic: “Abstract Writing and Peer Review Process”.

• Being invited to deliver a research seminar to the faculty members on the following topic: “Constructing Playful Talk through Translanguaging in the English Medium Instruction Mathematics Classrooms”.

• Being invited to deliver a research seminar to the faculty members on the following topic: “Multimodal Conversation Analysis and Interpretative Phenomenological Analysis: Analysing Translanguaging in Hong Kong English Medium Instruction Secondary Classrooms”.

• Being invited to deliver a seminar to PhD/EdD students on the following topic: “Publishing in international peer-reviewed Journals during PhD Studies”.

Invited Speaker, Department of Curriculum and Instruction, Faculty of Education, The Chinese University of Hong Kong (24th of Feb 2022)

• Being invited to deliver a research seminar to the faculty members on the following topic: “Multimodal Conversation Analysis and Interpretative Phenomenological Analysis: Analysing Translanguaging in Hong Kong English Medium Instruction Secondary Classrooms”.

Invited Speaker, Faculty of Education, The University of Hong Kong (21st of Feb 2022)

• Being invited to deliver a research seminar to the faculty members on the following topic: “Multimodal Conversation Analysis and Interpretative Phenomenological Analysis: Analysing Translanguaging in Hong Kong English Medium Instruction Secondary Classrooms.

Invited Speaker, EduKeeners Society, University College London, UK (20th of Feb 2022)

• Being invited to deliver a seminar to undergraduate students on the following topic: “Translanguaging: Transforming Language, Multilingualism and Second Language Education”.

Invited Speaker, UCL CA Research Seminar, UCL Conversation Analysis PhD Network, University College London, UK (15th of Feb 2022)

• Being invited to deliver a seminar to faculty members and PhD students on the following topic: “Researching Translanguaging in English Medium Instruction Classrooms: Combining Multimodal Conversation Analysis with Inoperative Phenomenological Analysis.

Guest Lecturer, Division of Humanities, The Hong Kong University of Science and Technology
MILE5107 Introduction to Research Methods in Language Education (Course Coordinator: Dr. James Simpson) (1st of Nov 2021)

• Master’s level Course (Guest Lecture on “Multimodal Conversation Analysis and Interpretative Phenomenological Analysis: Qualitative Research Methods for Analysing Translanguaging”)

Invited Speaker, Department of Culture, Communication and Media, IOE, UCL’s Faculty of Education and Society, University College London, UK (19th of Oct 2021)

• Being invited to deliver a seminar at the Discourse, Society and Culture CCM Seminar on the following topic: “Classroom Interactions in Hong Kong English Medium Instruction Secondary Classrooms: A Translanguaging View”. 

Invited Speaker, School of Education, University of Nottingham (Malaysia Campus) (18th of June 2021)

• Being invited to deliver a lecture at the Alternative Research Lounge session on the following topic: “Researching Translanguaging in English Medium Instruction Classrooms: Insights from a Linguistic Ethnography”.

Invited Speaker, Dr Xu Gazing at Academia (17th of June 2021)

• Being interviewed by Dr. Cora Xu (Assistant Professor of Education, Durham University) to discuss tips for publishing research papers in top-tier international peer-reviewed journals. 

Guest Lecturer, School of Languages and Linguistics, The University of Melbourne, Australia
LING90003 Research in Applied Linguistics (Course Coordinator: Dr. Helen Zhao) (22nd of April 2021)

• Master’s level Course (Guest Lecture on “Researching Translanguaging: Insights from Linguistic Ethnography in English Medium Instruction Classrooms”)

Invited Speaker, Department of English, Lingnan University, Hong Kong (22nd of March 2021)

• Being invited to deliver a departmental online seminar on the following topic: “What is Translanguaging? A Case Study from Hong Kong English Medium Instruction Secondary Classrooms”.

Guest Lecturer, UCL Centre for Applied Linguistics, IOE, UCL’s Faculty of Education and Society, University College London, UK (5th of Feb 2021)
IOEF0021: Researching Second Language Learning (Module Leader: Dr. Jim McKinley)

• MA-level TESOL Pre-Service Module (Guest Lecture on “Researching English Language Teaching: Interpretative Phenomenological Analysis”)

Invited Speaker, School of Foreign Languages, Huazhong University of Science and Technology, China (8th of Nov 2020)

• Invited guest speaker on the following topic: “Translanguaging as a Theory of Language: Implications for English Medium Instruction Classrooms”.

Guest Lecturer, Department of Linguistics, The University of Hong Kong (9th of April 2020)
LING2040 Languages in Contact (Course Coordinator: Professor Stephen Matthews)

• Undergraduate Advanced Linguistics Course (Guest Lecture on “Translanguaging as a Theory of Language”)

• Co-Director, Centre for Advancement in Inclusive and Special Education (CAISE) (July 2023 - June 2025)
• Chair, Special Interest Group for Translanguaging and Inclusive Education, CAISE (Oct 2023 - Present)
• Chair, Working Group for Research, Academic Unit of Language and Literacy Education (Feb 2024 – Present)
• Elected Member, Faculty Research Committee (September 2023 - August 2025)
• Elected Member, Faculty Teaching and Learning Quality Committee (September 2023 - August 2025)
• Reviewer, Application for Re-Appointment of Beyond Retirement Age as Lecturer (September 2023)
• Internal Examiner, PhD Thesis Committee (September 2023 and Jan 2024)
• Interview Panel Member, BA and BEd in Language Education (English Language Education) JUPAS Admission Interview (2023-2024)
• Interview Panel Member, MEd in English Language Education and MEd in Content and Language Integrated Learning (2023)
• Convenor, Supervisory Panel for Confirmation of PhD Candidature (Jan 2023 - Present)
• Member, Board of the Faculty of Education (2022-Present)

• Member of the Selection Committee, HKU-Cambridge Hughes Hall Scholarships Scheme (2024)
• Member of the Selection Committee, Hong Kong Jockey Club Undergraduate Scholarship (2024) 
• Member of the Selection Committee, HSBC Hong Kong Scholarship (2023)

• Academic and Career Tutor (December 2022 - June 2024)

• Member, Postgraduate Programme Committee (2020-2021)
• Member, Board of Examiners for MA English Studies for the Professions (2020-2021)

• Course Representative for MSc in Applied Linguistics and Second Language Acquisition (2017-2018)
• Member, Applied Linguistics and Second Language Acquisition Course Committee (2017-2018)

• School Representative for Undergraduate and Postgraduate Taught Degrees, School of English Literature, Language and Linguistics (SELLL) (2015-2017)
• Member, Undergraduate Board of Studies, School of English Literature, Language and Linguistics (2015-2017)
• Member, Undergraduate Student-Staff Committee, School of English Literature, Language and Linguistics (2014-2017)
• Member, Faculty Learning, Teaching and Student Experience Committee, Faculty of Humanities and Social Sciences (2015-2017)
• Member, Postgraduate Board of Studies, School of English Literature, Language and Linguistics (2015-2016)
• Chair, Undergraduate Student-Staff Committee (UGSSC), School of English Literature, Language and Linguistics (2015-2016)  
• Member, Learning and Teaching Review Committees (Education, Marketing, Marine Science), Learning and Teaching Development Service (LTDS) (2015-2016)
• Member, Module and Stage Evaluation Steering Group, Learning and Teaching Development Service (2014-2015)
• Course Representative for BA Honours in English Language and Literature, School of English Literature, Language and Linguistics (2014-2015)