Book Chapters

Lin, A. M. Y., & Motha, S. (forthcoming). To appear in Ruth Arber, Michiko Weinmann, & Jillian Blackmore (Eds.) (forthcoming), Rethinking Languages Education: Directions, Challenges and Innovations. New York: Routledge.

Lin, A. M. Y., & Lo, Y. Y. (2018) The spread of English medium instruction programmes: educational and research implications. In Roger Barnard and Zuwati Hawim (Eds.), English medium instruction programmes: perspectives from South East Asian Universities (pp. 87-103). London: Routledge.

García, O., & Lin, A. M. Y. (2018). English and multilingualism: A contested history. In P. Seargent (Ed.), Routledge Handbook of English Language Studies (pp. 77-92). London: Routledge.

Lin, A. M. Y. (2018). Afterword: Towards worlding practice. In G. Li, & W. Ma (Eds.), Education Chinese-heritage students in the global-local nexus: Identities, challenges, and opportunities (pp. 257-260). New York: Routledge.

Liu, Y., & Lin, A. M. Y. (2017). Popular culture and teaching English to speakers of other languages (TESOL). In S. Thorne, & S. May (Eds.), Language, education and technology (Encyclopedia of Language and Education)(pp.1-15). Switzerland: Springer. DOI: 10.1007/978-3-319-02328-1_38-1 (my contribution: 20%)

Lin, A. M. Y. (2017). Code-switching in the classroom: Research paradigms and approaches.  In K. King, Y-J. Lai, & S. May (Eds.), Research methods in language and education (Encyclopedia of Language and Education)(pp.1-15). Switzerland: Springer.

He, P., Lai, H., & Lin, A. M. Y. (2017). Translanguaging in a multimodal mathematics presentation. In C. M. Mazak, & K. S. Carroll (Eds.), Translanguaging in higher education: Beyond monolingual ideologies (pp. 91-120). Bristol: Multilingual Matters. ISBN:978-1-78309-663-3 (my contribution: 10%)

García, O., & Lin, A. M. Y. (2016). Extending understandings of bilingual and multilingual education. In O. García, A. M. Y. Lin, & S. May (Eds.), Bilingual and multilingual education (Encyclopedia of Language and Education)(pp. 1-20). Switzerland: Springer. (my contribution: 50%)

García, O., & Lin, A. M. Y. (2016). Translanguaging in bilingual education. In O.  García, A. M. Y. Lin, & S. May (Eds.), Bilingual and Multilingual Education (Encyclopedia of Language and Education)(pp. 117-130). Switzerland: Springer. (my contribution: 50%)

Mahboob, A., & Lin, A. M. Y. (2016). Using local languages in English language classrooms. In Willy A. Renandya and Handoyo P. Widodo (Eds.), English language teaching today: Linking theory and practice (pp. 25-40). New York: Springer. (my contribution: 40%)

Lin, A. M. Y. (2015). Researcher positionality. In F. M. Hult, & D. C. Johnson (Eds.), Research methods in language policy and planning (pp. 21-32). West Sussex, UK: Wiley Blackwell. (ISBN: 978-1-118-30838-7)

Lin, A. M. Y. (2015). Egalitarian bi/multilingualism and trans-semiotizing in a global world. In W. E. Wright, S. Boun, & O. García (Eds.), The handbook of bilingual and multilingual education (pp. 19-37). West Sussex, UK: Wiley Blackwell. (ISBN: 978-1-118-53349-9)

Lin, A. M. Y., & Li, D. C. S. (2015). Bi/multilingual literacies in literacy studies. In J. Rowsell, & K. Pahl (Eds.), The Routledge handbook of literacy studies (pp. 79-88). London/New York: Routledge. (ISBN: 978-0-415-81624-3) (my contribution: 50%)

Poon, F. K. C., & Lin, A. M. Y. (2015). Building inclusive education from the ground up: The transformative experience of HKRSS Tai Po Secondary School (Hong Kong 2006–2013). In E. Rodríguez (Ed.), Pedagogies and curriculums to (re)imagine public education (pp. 141-156). Dordrecht: Springer. (ISBN: 978-981-287-489-4). DOI 10.1007/978-981-287-490-0_10 (my contribution: 20%)

Luk, N. Y. G., & Lin, A. M. Y. (2015). L1 as a pedagogical resource in building students’ L2 academic literacy: Pedagogical innovation in the science classroom in a Hong Kong school. In J. Cenoz and D. Gorter (Eds.), Multilingual education between language learning and translanguaging (pp. 16-34). Cambridge: Cambridge University Press. (ISBN: 978-1-107-47751-3) (my contribution: 30%)

Lin, A. M. Y. (2014). Hip-hop heteroglossia as practice, pleasure, and public pedagogy: Translanguaging in the lyrical poetics of “24 Herbs” in Hong Kong. In A. Blackledge, & A. Creese (Eds.), Heteroglossia as practice and pedagogy (pp. 119-136). Dordrecht: Springer. (ISBN: 978-94-007-7855-9)

Lin, A. M. Y., & Cheung, T. C. L. (2014). Designing an engaging English language arts curriculum for English as a foreign language (EFL) students: capitalizing on popular cultural resources. In P. Benson, & A. Chik (Eds.), Popular culture, pedagogy and teacher education (pp. 138-150). London: Routledge. (ISBN:978-0-415-82207-7) (my contribution: 70%)

Lin, A. M. Y. (2013). Breaking the hegemonic knowledge claims in language policy and education: “The Global South as method”.  In Jo Arthur Shoba and Feliciano Chimbutane (Eds.), Bilingual education and language policy in the Global South (pp. 223-231). London: Routledge. ISBN: 978-0-415-50306-8 (hbk); 978-0-203-58794-2 (ebk)

Lin, A. M. Y. (2013). Critical discourse analysis: Overview. In Carol Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1466-1471). Oxford: Blackwell. DOI: 10.1002/9781405198431.wbeal1351

Lin, A. M. Y. (Area Editor) (2013). Critical discourse analysis. In Carol Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 1408-1476). Oxford: Blackwell. DOI: 10.1002/9781405198431

Lin, A. M. Y., & Tong, A. H. M. (2012). Mobile cultures of migrant workers in Southern China: Informal literacies in the negotiation of (new) social relations of the new working women. In Pui-lam Law (Ed.), New connectivities in China: Virtual, actual and local interactions (pp. 81-93). Dordrecht: Springer.

Lin, A. M. Y. (2012). Multilingual and multimodal resources in L2 English content classrooms. In C. Leung, & B. Street (Eds.), ‘English’—A changing medium for Education (pp. 79-103). Bristol: Multilingual Matters.

Lin, A. M. Y. (2012). Critical practice in English language education in Hong Kong: Challenges and possibilities. In K. Sung, & R. Pederson (Eds.), Critical ELT practices in Asia (pp. 71-83). Rotterdam/Boston/Taipei: Sense Publishers.

Lin, A. M. Y., & Li, D. C. S. (2012). Code-switching. In M. Martin-Jones, A. Blackledge, & A. Creese (Eds.), The Routledge handbook of multilingualism (pp. 470-481). London: Routledge. (ISBN: 978-0-415-49647-6)

Lin, A. M. Y. (2012). The hip hop scene in Hong Kong: Hybridity and identity in youth culture.  In J. Lee, & A. Moody (Eds.), English in Asian pop culture (pp. 59-74). Hong Kong: Hong Kong University Press. (ISBN: 978-988-8083-57-2)

Lin, A. M. Y., & Man, E. Y. F. (2011). Doing-hip-hop in the transformation of youth identities: Social class, habitus, and cultural capital. In C. Higgins (Ed.), Identity formation in globalizing contexts: Language learning in the new millennium (pp. 201-219). Berlin: Mouton de Gruyter. (ISBN: 978-3-11-026638)

Poon, F., & Lin, A. (2011). Creating a school program to cater to learner diversity: A dialogue between a school administrator and an academic. In M. R. Hawkins (Ed.), Social justice language teacher education (pp. 124-161). Bristol: Multilingual Matters. (ISBN: 978-1-84769-422-5)

Lin, A. M. Y. (2011). The bilingual verbal art of Fama: Linguistic hybridity and creativity of a Hong Kong hip-hop group. In J. Swann, R. Pope, & R. Carter (Eds.), Creativity in language and literature (pp. 55-67). Basingstoke, Hampshire: Palgrave Macmillan.

Lin, A. M. Y., & Kubota, R. (2011). Discourse and race. In K. Hyland and B. Paltridge (Eds.), Continuum companion to discourse analysis (pp. 277-290). London: Continuum.

Lin, A. M. Y., & Man, E. Y. F. (2011). The context and development of language policy and knowledge production in universities in Hong Kong. In K. Davis (Ed.), Critical qualitative research in second language studies:  Agency and advocacy on the Pacific Rim (pp. 99-113). Greenwich, CN: Information Age Publishing.

Lee, F. L.F., & Lin, A. M. Y. (2011). Officials’ accountability performance on Hong Kong talk radio: The case of the Financial Secretary Hotline. In Mats Ekström, & M. Patrona (Eds.), Talking politics in broadcast media: Cross-cultural perspectives on political interviewing, journalism and accountability (pp. 223–242). Amsterdam: John Benjamins.

Lin, A. M. Y. (2010). Researching intercultural communication: Discourse tactics in non-egalitarian contexts. In Jurgen Streeck (Ed.), New adventures in language and interaction (pp. 125-144). Amsterdam: John Benjamins.

Lin, A. M. Y. (2010). Curriculum: Foreign language learning. In Penelope Peterson, Eva Baker, Barry McGaw (Eds.), International Encyclopedia of Education, volume 1, (pp. 428-434). Oxford: Elsevier.

Lin, A. M. Y. (2010). The narrowing of intellectual space by Western management discourses. In G. S. Poole, & Y. Chen (Eds.) Higher education in East Asia: Neoliberalism and the professoriate (pp. 107-121). Rotterdam, The Netherlands: Sense Publishers.

Lin, A. M. Y. (2010). English and me: My language learning journey. In D. Nunan, & J. Choi (Eds.), Language and culture: Reflective narratives and the emergence of identity. New York: Routledge.

Lin, M. Y. (2009). Indigenization of Hip Hop music in Hong Kong: Genre hybridity and influences of Cantopop. In Y. H. Fung (Ed.), The development of Cantopop in Hong Kong (pp. 221-246) [in Chinese]. Hong Kong: Subculture Press.

Lin, M. Y. (2009). Beyond linguistic purism: Bilingual classroom strategies in science lessons in Hong Kong. In Liming Yu (Ed.), Bilingual instruction in China: A global perspective (pp. 181-198) [in Chinese]. Beijing, China: Foreign Language Teaching and Research Press.

Lin, A. M. Y. (2009). Englishization with an attitude: Cantonese-English lyrics in Hong Kong. In K. K. Tam (Ed.), Englishization in Asia (pp. 207-217). Hong Kong: Hong Kong Open University Press.

Lin, M. Y. (2008). Discourse formats in Hong Kong classrooms. In P. K. Fok (Ed.), Curriculum and instruction: The journey of research and practice (pp. 492-496) [in Chinese]. Chung Qing, China: Chung Qing University Press.

Lin, A. M. Y. (2008). “Respect for da Chopstick Hip Hop”: The politics, poetics, and pedagogy of Cantonese verbal art in Hong Kong. In H. S. Alim, A. M. Ibrahim, & A. Pennycook (Eds.), Global linguistic flows: Hip hop cultures, identities, and the politics of language (pp. 159-177). Mahwah, New Jersey: Lawrence Erlbaum.

Lin, A. M. Y. (2008). Using ethnography in the analysis of pedagogical practice: Perspectives from activity theory. In V. J. Bhatia, John Flowerdew, & Rodney Jones (Eds.), Advances in discourse studies (pp. 67-80). London: Routledge.

Lin, A. M. Y. (2008). Teaching English in the 21st century: Critical perspectives. In Al Lehner (Ed.), Contemporary issues in language education (pp. 95-110). Akita, Japan: Akita International University.

Lin, A. M. Y. (2008). The ecology of literacy in Hong Kong. In A. Creese, P. Martin, & N. H. Hornberger (Eds.), Encyclopedia of language and education, 2nd Edition, Volume 9: Ecology of language (pp. 291-303). New York: Springer Science.

Lin, A. M. Y. (2008). Code-switching in the classroom: Research paradigms and approaches. In K. A. King, & N. H. Hornberger (Eds.), Encyclopedia of language and education, 2nd Edition, Volume 10: Research methods in language and education (pp. 273-286). New York: Springer Science.

Lin, A. M. Y., & Tong, A. H. M. (2008). Re-Imagining a Cosmopolitan ‘Asian Us’: Korean Media Flows and Imaginaries of Asian Modern Femininities. In Beng-Huat Chua, & Koichi Iwabuchi (Eds.), East Asian pop culture: Analysing the Korean Wave (pp. 91-125). Hong Kong: Hong Kong University Press.

Lin, A. M. Y. (2008). The identity game and discursive struggles of everyday life. In A. M. Y. Lin (Ed.), Problematizing identity: Everyday struggles in language, culture, and education (pp. 1-10). New York: Routledge.

Lin, A. M. Y. (2008). Modernity, postmodernity, and the future of “identity”: Implications for educators. In A. M. Y. Lin (Ed.), Problematizing identity: Everyday struggles in language, culture, and education (pp. 199-219). New York: Routledge.

Lin, A. M. Y. (2008). Genres of symbolic violence: Beauty-contest discourse practices in Hong Kong. In Kingsley Bolton, & Han Yang (Eds.), Language and society in Hong Kong (pp. 356-375). Hong Kong: Open University of Hong Kong Press.

Luk, B. H. K., Lin, A. M. Y., Choi, P. K., & Wong, P. M. (2008). Education reforms and social mobility: Rethinking the history of Hong Kong education. In H. F. Siu, & A. S. Ku (Eds.), Hong Kong Mobile: Making a global population (pp. 293-325).  Hong Kong: Hong Kong University Press.

Lin, A. M. Y. (2007). Critical Commentary. In B. Ho, & G. T. Sachs (Eds.), ESL/EFL Cases: Contexts for teacher professional discussions (pp. 63-64). Hong Kong: City University of Hong Kong Press.

Lin, A. M. Y. (2006). From learning English in a colony to working as a female TESOL professional of color: A personal odyssey.  In A. Curtis, & M. Romney (Eds.), Color, race, and English language teaching: Shades of meaning (pp. 65-80). Mahwah, New Jersey: Lawrence Erlbaum.

Lin, A. M. Y., Kubota, R., Motha, S., Wang, W., & Wong, S. (2006). Theorizing experiences of Asian women faculty in second and foreign language education.  In G. Li, & G. Beckett (Eds.), “Strangers” of the academy: Asian female scholars in higher education (pp. 56-82). Virginia: Stylus Publishing.

Luk, J. C. M. & Lin, A. M. Y. (2006). Uncovering the sociopolitical situatedness of accents in the World Englishes paradigm. In R. Hughes (Ed.), Spoken English, TESOL and applied linguistics: Challenges for theory and practice (pp. 3-22). Hampshire, England: Palgrave Macmillan.

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.

Lin, A. M. Y. (2005). Developing critical, trans-disciplinary approaches to research on language in education. In A. M. Y. Lin, & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice (pp. 38-54). Clevedon: Multilingual Matters.

Lin, A. M. Y., & Martin, P. (2005). From a critical deconstruction paradigm to a critical construction paradigm . In A. M. Y. Lin, & P. Martin (Eds.), Decolonisation, globalisation: Language-in-education policy and practice. Clevedon: Multilingual Matters.

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.

Lin, A. M. Y. (2005). Doing verbal play: Creative work of Cantonese working class schoolboys in Hong Kong. In, A. Abbas, & J. Erni (Eds), Internationalizing cultural studies: An anthology (pp. 317-329). Oxford: Blackwell.

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.

Preface to Ho Wah Kam and Ruth Y. L. Wong (Eds.) (2004). English language teaching in East Asia today: Changing policies and practices (2nd Edition). Singapore: Eastern Universities Press.

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. In 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.

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.

Lin, A. M. Y. (2001). Symbolic domination and bilingual classroom practices in Hong Kong. In Heller, M., & Martin-Jones, M. (Eds.), Voices of authority: Education and linguistic difference (pp. 139-168). West Port, Connecticut: Ablex.

Lin, A. M. Y. (2001). Resistance and creativity in English reading lessons in Hong Kong. In Comber, B., & Simpson, A. (Eds.), Negotiating critical literacies in classrooms (pp. 83-99). Mahwah, New Jersey: Lawrence Erlbaum.

Lin, A. M. Y. (2001). Doing-English-Lessons in the Reproduction or Transformation of Social Worlds?  In Candlin, C. N., & Mercer, N. (Eds.), English language teaching in its social context (pp. 271-286). London: Routledge.

Lin, A. M. Y. (2001). Language and gender. In Levine, P., & Aylward, L. (Eds.), Language and Society in Hong Kong.  Hong Kong: The Open University of Hong Kong Press.

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.

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.

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.

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.

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