International Research Journal Publications

Wu, Yanming (Amy), & Lin, A. M. Y. (2022). Thematic patterns, cognitive discourse functions, and genres: Towards an integrative model for CLIL. Journal of Immersion and Content-Based Language Education. Available online: 03 November 2022. DOI: (my contribution: 40%)

Sohn, B. G., dos Santos, P., & Lin, A. M. Y. (2022). Translanguaging and trans-semiotizing for critical integration of content and language in plurilingual educational settings. RELC Journal, 53(2), 355-370. (my contribution: 10%)

Lemke, J. L., & Lin, A. M. Y. (2022). Translanguaging and flows: Towards an alternative conceptual model. Educational Linguistics 1(1). DOI: 10.1515/nmr-2022-0001 (corresponding author; my contribution: 50%)

Liu, Jiajia Eve, & Lin, A. M. Y. (2021). (Re)conceptualizing “Language” in CLIL Multimodality, translanguaging and trans-semiotizing in CLIL. AILA Review 34:2 pp. 240–261. ISSN 1461-0213. (corresponding author; my contribution: 25%)

Song, Y., & Lin, A. M. Y. (2021). A translanguaging perspective on the medium of instruction for international students in China [in Chinese]. Chinese Journal of Language Policy and Planning, 6(2), 56-66. (CSSCI expanded) (my contribution: 10%) 

Lo, Y. Y., Lin, A. M. Y., & Liu, Y. (2020). Exploring content and language co-construction in CLIL with semantic waves. International Journal of Bilingual Education and Bilingualism, 1-22. (My contribution: 30%)

Darvin, R., Lo, Y. Y., & Lin, A. M. (2020). Examining CLIL through a Critical Lens. English Teaching & Learning, 44(2), 103-108. (My contribution: 33%)

Cheng, M. W., Danielsson, K., & Lin, A. M. Y. (2020). Resolving puzzling phenomena by the simple particle model: examining thematic patterns of multimodal learning and teaching. Learning: Research and Practice, 6(1), 70-87. (My contribution: 30%)

Turner, M., & Lin, A. M. Y. (2020). Translanguaging and named languages: Productive tension and desire. International Journal of Bilingual Education and Bilingualism, 23(4), 423-433. (my contribution: 20%) 

Lin, A. M. Y., & P. He (2020). Charting out programme options along the CLIL continuum. In JJCLIL: Journal of the Japan CLIL Pedagogy Association (J-CLIL), Vol. 2, pp. 9-15. (My contribution: 60%)

Liu, J. E., Lo, Y. Y., & Lin, A. M. Y. (2020). Translanguaging pedagogy in teaching English for Academic Purposes: Researcher-teacher collaboration as a professional development model. System, 92, 102276.  DOI: (Corresponding Author: Lin, A. M. Y.) (My contribution: 20%)

Lin, A. M. Y. (2020). From deficit-based teaching to asset-based teaching in higher education in BANA Countries: Cutting through ‘either-or’ binaries with a heteroglossic plurilingual lens. In S. Preece, & S. Marshall (Eds.), Special Issue: Plurilingual approaches to teaching and learning in Anglophone higher educational settings. Language, culture and curriculum. Published online on February 4, 2020.

Song, Y., & Lin, A. M. Y. (2020). Translingual practices in a Shanghai University. World Englishes, 1-14. DOI: 10.1111/weng.12458 (my contribution: 20%). 

Li, W., & Lin, A. M. Y. (2019). Translanguaging classroom discourse: pushing limits, breaking boundaries. Classroom Discourse, 10(3-4): 209-215. 2019, doi: 10.1080/19463014.2019.1635032 (My contribution: 40%)

Wu, Y., & Lin, A. M. Y. (2019). Translanguaging and trans-semiotizing in a CLIL biology class in Hong Kong: Whole-body sense-making in the flows of knowledge co-making. Classroom Discourse, 10(3-4): 252-273. doi: 10.1080/19463014.2019.1629322 (My contribution: 20%)

Lo, Y. Y., & Lin, A. M. Y. (2019). Teaching, learning and scaffolding in CLIL science classrooms. Journal of Immersion and Content-Based Language Education, 7(2): 151-165. (My contribution: 40%)

He, P., & Lin, A. M. Y. (2019). Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”. Journal of Immersion and Content-Based Language Education, 7(2): 262-288. (My contribution: 40%) 

Lin, A. M. Y. (2019). Theories of trans/languaging and trans-semiotizing: Implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 5-16. DOI: 10.1080/13670050.2018.1515175

Lo, Y. Y., & Lin, A. M. Y. (2019). Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms, International Journal of Bilingual Education and Bilingualism, 22:1, 78-90, DOI: 10.1080/13670050.2018.1509940 (my contribution: 30%)

Lin, A. M. Y., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL Classrooms. Journal of Language, Identity and Education, 16(4), 228-244. DOI:10.1080/15348458.2017.1328283 (My contribution: 60%)

Lin, A. M. Y., & Lo, Y. Y. (2017) Trans/languaging and the triadic dialogue in Content and Language Integrated Learning (CLIL) Classrooms. Language and Education, 31(1): 26-45. (My contribution: 50%)

Lin, A. M. Y. (2015). Conceptualizing the potential role of L1 in content and language integrated learning (CLIL). Language, Culture and Curriculum, 28(1), 74-89. DOI: 10.1080/07908318.2014.1000926  (SSCI Journal)

Lin, A. M. Y., & Wu, Y. (2015). ‘May I speak Cantonese?’- Co-constructing a scientific proof in an EFL junior secondary science classroom.  International Journal of Bilingual Education and Bilingualism, 18(3), 289-305. Doi:  (SSCI Journal) (My contribution: 70%)

Luk, J., & Lin, A. (2015). Voices without words: Doing critical literate talk in English as a second language. TESOL Quarterly, 49(1), 67-91. Doi: 10.1002/tesq.161 (SSCI journal) (My contribution: 30%)

Lin, A. M. Y. (2014). Critical discourse analysis in applied linguistics: A methodological review.  Annual Review of Applied Linguistics, 34, 213-232. Doi: 10.1017/S0267190514000087 (Published by Cambridge University Press; an official journal of the American Association for Applied Linguistics)

Lo, Y. Y., & Lin, A. M. Y. (2014). Designing assessment tasks with language awareness: Balancing cognitive and linguistic demands. Assessment and Learning, 3, 97-119. (My contribution: 40%)

Motha, S., & Lin, A. M. Y. (2014). “Non-coercive rearrangements”: Theorizing desire in TESOL. TESOL Quarterly, 48(2), 331-359. (SSCI journal). (my contribution: 30%)

Lin, A. M. Y. (2013) Towards paradigmatic change in TESOL methodologies: Building plurilingual pedagogies from the ground up.  TESOL Quarterly, 47, 3, pp. 521-545. (SSCI Journal)

He, P., & Lin, A. M. Y. (2013). Tensions in school–university partnership and EFL pre-service teacher identity formation: a case in mainland China. The Language Learning Journal, 41:2, 205-218. DOI: (The official journal of the Association for Language Learning). Published by Routledge. ISSN 0957-1736 (Print), 1753-2167 (Online) (my contribution: 10%)

Lin, A. M. Y. (2013). Classroom code-switching: Three decades of research. Applied Linguistics Review, 4(1), 195-218. DOI 10.1515/applirev-2013-0009

Song, Y., & Lin, A. (2012). A genre-aware approach to on-line journalism education. Procedia - Social and Behavioral Sciences 51: 400-404. doi: 10.1016/j.sbspro.2012.08.179 (my contribution: 10%)

Lin, A. M. Y. (2012). Towards transformation of knowledge and subjectivity in curriculum inquiry: Insights from Chen Kuan-Hsing’s “Asia as method”. Curriculum Inquiry, 42 (1), 153-178. (SSCI Journal)

Lin, A. M. Y., & Tong, A. (2009). Constructing cultural self and other in the Internet discussion of a Korean historical drama: A discourse analysis of weblog messages of Hong Kong viewers of Dae Jang Geum. Journal of Asian Pacific Communication, 19 (2), 289-312. (my contribution: 60%)

Lin, A. M. Y. (2009). Local interpretation of global management discourses in higher education in Hong Kong: potential impact on academic culture. Inter-Asia Cultural Studies, 10 (2), 260-274. (SSCI Journal).

Lin, A. M. Y., & Tong, A. (2008). Mobile cultures of migrant workers in Southern China: Informal literacies in the negotiation of (new) social relations of the new working women. Knowledge, Technology & Policy, 21(2), 73-81.

Fortunati, L., Lee, F., & Lin, A. (2008). Introduction to the special issue on mobile societies in Asia-Pacific. The Information Society, 24 (3), 135-139 (SSCI Journal).

Lin, A. M. Y., & Tong, A. (2007). Crossing boundaries: Male consumption of Korean TV dramas and negotiation of gender relations in modern day Hong Kong. Journal of Gender Studies, 16 (3), 217-232 (SSCI Journal). (my contribution: 60%)

Lin, A. M. Y. (2007). Independent hip hop artists in Hong Kong: Youth sub-cultural resistance and alternative modes of cultural production. Journal of Communication Arts, 25 (4), 47-62.

Lin, A. M. Y. (2007). What’s the use of ‘triadic dialogue’? Activity theory, conversation analysis and analysis of pedagogical practices.  Pedagogies, 2 (2), 77-94.

Lin, A. M. Y., & Tong, A. (2007). Text-messaging cultures of college girls in Hong Kong: SMS as resources for achieving intimacy and gift-exchange with multiple functions. Continuum: Journal of Media and Cultural Studies, 21 (2), 303-315. (my contribution: 60%)

Lin, A. M. Y. (2007). China’s texting revolution. American Sexuality, 10 August 2007.

Lee, F. L. F., & Lin, A. M. Y. (2006). Newspaper editorial discourse and the politics of self-censorship in Hong Kong. Discourse and Society, 17(3), 331-358. (SSCI journal) (my contribution: 30%)

Lin, A. M. Y. (2006). Beyond linguistic purism in language-in-education policy and practice: Exploring bilingual pedagogies in a Hong Kong science classroom. Language and Education, 20(4), 287-305.

Kubota, R., & Lin, A. M. Y. (2006). Race and TESOL: Introduction to concepts and theories. TESOL Quarterly, 40 (3): 471-493. (SSCI journal)

Lin, A. M. Y., & Luke, A. (2006). Coloniality, postcoloniality, and TESOL… Can a spider weave its way out of the web that it is being woven into just as it weaves? Critical Inquiry in Language Studies, 3 (2&3), 65-73.

Lin, A. M. Y. (2006). Contexts of English-in-education policy and practice in postcolonial Hong Kong.  Asian Journal of English Language Teaching, 16, 25-44.

Cheung, H., & Lin, A. M. Y. (2005). Differentiating between automatic and strategic control processes: Toward a model of cognitive mobilization in bilingual reading. Psychologia, 48, 39-53. (SSCI journal)

Lin, A. M. Y. (2005). New youth digital literacies and mobile connectivity: Text messaging among Hong Kong college students. Fibreculture, Issue 6.

Lin, A. M. Y., & Kwan, B. S. C. (2005). The dilemmas of modern working women in Hong Kong: Women’s use of Korean TV dramas. Asian Communication Research, 2 (2), 23-42.

Lin, A. M. Y. et al. (2004). Women faculty of color in TESOL: Theorizing our lived experiences. TESOL Quarterly, 38(3), 487-504. (SSCI Journal)

Lin, A. M. Y., Wang, W., Akamatsu, A., & Riazi, M. (2002). Appropriating English, expanding identities, and re-visioning the field: From TESOL to Teaching English for Glocalized Communication (TEGCOM). Journal of Language, Identity and Education, 1(4), 295-316. (my contribution: 50%)

Lin, A. M. Y., & Luk, J. (2002). Beyond progressive liberalism and cultural relativism: Towards critical postmodernist and sociohistorically situated perspectives in ethnographic classroom studies. Canadian Modern Language Review, 59(1), 97-124. (SSCI Journal)

Lin, Angel M. Y. (2002) Modernity and the self: Explorations of the (Non-) Self-determining subject in South Korean TV dramas . M/C: A Journal of Media and Culture, 5(5). <>

Lin, A. M. Y. (2000). Resistance and creativity in English reading lessons in Hong Kong. Language, Culture and Curriculum, 12(3), 285-296.  (SSCI Journal)

Lin, A. M. Y. (2000). The personal is political: What Natasha Lvovich and Karen Ogulnick's personal stories tell us about identity, language learning, and sociocultural positioning. Linguistics and Education, 11(2), 169-173.

Lin, A. M. Y. (2000). Lively children trapped in an island of disadvantage: Verbal play of Cantonese working class schoolboys in Hong Kong. The International Journal of the Sociology of Language, 143, 63-83. (SSCI Journal

Lin, A. M. Y. (1999). Doing-English-lessons in the reproduction or transformation of social worlds?  TESOL Quarterly, 33(3), 393-412. (SSCI Journal)

Lin, A. M. Y. (1998). Understanding the issue of medium of instruction in Hong Kong schools: what research approaches do we need? Asia Pacific Journal of Language in Education, 1(1), 85-98.

Lin, A. M. Y. (1997). Analysing the “language problem” discourses in Hong Kong: How official, academic and media discourses construct and perpetuate dominant models of language, learning and education. Journal of Pragmatics, 28, 427-440. (SSCI Journal)

Lin, A. M. Y. (1997). Hong Kong children's rights to a culturally compatible English education. Hong Kong Journal of Applied Linguistics, 2(2), 23-48.

Lin, A. M. Y. (1997). The-child-in-the-world-with-others: Re-visioning Lensmire's critical re-visions of the writing workshop.  Curriculum Inquiry, 27(4), 501-507. (SSCI Journal)

Lin, A. M. Y. (1996). Bilingualism or linguistic segregation?  Symbolic domination, resistance and code-switching in Hong Kong schools. Linguistics and Education, 8(1), 49-84.

Editor of Special Issues

Lo, Y. Y., & Lin, A. M. Y. (Eds.) (2015). Special Issue: Designing Multilingual and Multimodal CLIL Frameworks for EFL Students. International Journal of Bilingual Education and Bilingualism, 18(3), 261-360. DOI:10.1080/13670050.2014.988111 (SSCI Journal) (My contribution: 40%)

Fortunati, L., Lee, F., & Lin, A. (Eds.) (2008). Special Issue: Mobile Societies in Asia-Pacific. The Information Society, 24(3), 135-19 (SSCI Journal). (My contribution: 30%)

Lin, A., & Luke A. (Eds.) (2006). Special Issue: Postcolonial Approaches to TESOL, 2006, Critical Inquiry in Language Studies, 3(2 & 3), 65-200. 1. (My contribution: 70%)

Kubota, R., & Lin, A. (Eds.) (2006). Special Issue: Race and TESOL, 2006, TESOL Quarterly, 40(3), 471-660. (SSCI journal) (My contribution: 40%)