Crossing Boundaries in Researching, Understanding, and Improving Language Education

1. Front Matter

   Pages i-xx

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2. Boundary Crossing in Researching, Understanding, and Improving Language Education: An Introduction and the Tuckerian Impact

   • Dongbo Zhang, Ryan T. Miller

   Pages 1-29

3. Part I

   1. Front Matter

      Pages 31-34

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   2. “I Want the Next Experience”: Israeli Adult Native Bilinguals Tell the Story of Their Childhood Bilinguality

      • Deborah Dubiner

      Pages 35-56

   3. Boundary Crossing from the Start: 55 Years of Second Language Grammatical Gender Research in Review

      • Daniel R. Walter

      Pages 57-78

   4. Non-Expert Raters’ Scoring Behavior and Cognition in Assessing Pragmatic Production in L2 Chinese

      • Shuai Li, Xian Li, Yali Feng, Ting Wen

      Pages 79-102

   5. Early Home and Community Support in Later Chinese Heritage Language Literacy Development

      • Haomin Zhang, Xi Cheng, Jiexin Lin

      Pages 103-120

4. Part II

   1. Front Matter

      Pages 121-125

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   2. Crossing the Disciplines: State of TESOL Teacher Education Programs in US Universities

      • Megumi Hamada, Ryan T. Miller

      Pages 127-147

   3. Computerized Mediation in the Instruction and Development of L2 Pragmatic Competence: A Dynamic Assessment Perspective

      • Tianyu Qin

      Pages 149-167

   4. Writing Development of the Case Analysis Genre: The Importance of Feedback and Negotiated Construction in the Teaching Learning Cycle

      • Maria Pia Gomez-Laich, Silvia Pessoa, Ahmar Mahboob

      Pages 169-188

   5. Boundary Crossing: Integrating Visual Arts into Teaching Chinese as a Foreign Language

      • Yan Liu

      Pages 189-205

5. Part III

   1. Front Matter

      Pages 207-212

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   2. Student-Level Variables and Academic Achievement in a Mandarin Dual Language Immersion Program

      • Chan Lü, Amy E. Pace, Liu Liu

      Pages 213-229

   3. Evaluating the Modular Curriculum of Chinese Language in Singapore Primary Schools: Insights from Students and Teachers

      • Dongbo Zhang, Shouhui Zhao, Xiaoxi Sun

      Pages 231-255

   4. Impact of the COVID-19 Pandemic on American Students’ Willingness to Study Abroad

      • Feng Xiao, Kun Nie

      Pages 257-270

   5. Writing as a Design Art: Crossing Boundaries Between Disciplinarity and Rhetoricity in a University Business Program

      • Ryan T. Miller, Silvia Pessoa, David Kaufer

      Pages 271-291

6. Part IV

   1. Front Matter

      Pages 293-299

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   2. EFL Literacy Development in Ethnic and Language Minority Learners: Implications from Tertiary-Level EFL Teaching and Learning in Ethnic Minorities in China

      • Sihui (Echo) Ke

      Pages 301-320

   3. “In a Foreign Bubble” in China: Language Use Among International Students During China’s Belt and Road

      • Yi Wang, Wenhao Diao

      Pages 321-340

This volume brings together original papers from language education scholars from around the world to explore, exemplify, and discuss the multiplicity of boundary crossing in language education. It emphasizes the potential of boundary crossing for expansive learning, and aims to generate new insights, through boundary crossing, into the complexity of language education and approaches to innovative practices. This volume also underscores the important role of expert boundary crossers. In particular, it aims to honor G. Richard Tucker, Paul Mellon University Professor Emeritus of Applied Linguistics at Carnegie Mellon University, celebrating his distinguished scholarship on language education and paying tribute to the inspiration and mentorship he has given to the contributors of this volume to cross boundaries academically and professionally.

This volume is organized into four sections, namely, language learning and development; teachers and instructional processes; program innovation, implementation, and evaluation; and language-in-education policy and planning. These sections or themes, which are necessarily cross-cutting, also represent the major areas of scholarship where Prof. Tucker has made distinguished contributions for over half a century. 

• Boundary crossing in language education
• Language teacher education
• Language teaching and learning
• Language-in-education policy and planning
• Language program evaluation
• Bilingual education and bilingualism
• Pragmatics in L2 Chinese
• TESOL
• Mandarin-Chinese
• Impact of the COVID-19 pandemic on language education
• Japanese in Australia
• G. Richard Tucker

• School of Education, University of Exeter, Exeter, UK

  Dongbo Zhang

• Department of English, Kent State University, Kent, USA

  Ryan T. Miller

Dongbo Zhang holds a PhD in Second Language Acquisition from Carnegie Mellon University. He is Professor of Language Education in the School of Education at the University of Exeter. His research interests include second language acquisition, reading and vocabulary, language assessment, and language teacher education. He serves on the editorial board of TESOL Quarterly, Language and Education, TESOL Journal, among others.

Ryan T. Miller is Associate Professor of TESOL in the Department of English at Kent State University. His research interests are acquisition and development of second language reading and writing skills. His work has been supported by grants from United States Department of State, the Qatar National Research Fund, among others. His publications have appeared in international peer-reviewed journals including Language Learning, Journal of Second Language Writing, Linguistics and Education, among others, as well as a number of edited volumes.  

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