Academic Staff

Profile Dr GU Ming Yue Michelle Qualifications: PhD The University of Hong Kong

Contact

Email:	mygu@ied.edu.hk
Google Scholar Profile:
Office:	B3-2/F-38 Department of English  Hong Kong Institute of Education  10 Lo Ping Road, Tai Po Hong Kong
Tel:	2948 8737

Teaching Interests

Research Interests

Selected Publications

Research Book

• Trent, J, Gao, X., & Gu, M. (forthcoming). Language teacher education in multilingual contexts. Dordrecht, The Netherlands: Springer.

• Gu, M. (2009). The discursive construction of second language learners’ motivation: A multi-level perspective. New York: Peter Lang Publishing Group.

• Gu, M. (2006). Research studies in education, Volume 4. Hong Kong: The University of Hong Kong.

Journal Articles (Refereed)

• Gu, M., & Lai, C. (forthcoming). Motivation and commitment: Pre-service teachers with different historical backgrounds at a teacher education institute in Hong Kong. Teacher Education Quarterly.

• Gu, M., & Tong, H. K. (forthcoming). Space, scale and languages: Identity construction of cross-boundary students in a multilingual university in Hong Kong. Language and Education.

• Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317-335.

• Gu, M. (2011). ‘I am not qualified to be a Honkongese because of my accented Cantonese’: Mainland Chinese immigrant secondary students in Hong Kong. Journal of Multilingual and Multicultural Development, 32, 515-529.

• Gu, M. (2011). Cross-border pre-service teachers in Hong Kong: 'To be or not to be integrated, that is the problem'. Journal of Education for Teaching, 37(2), 139-154.

• Gu, M. (2011). Language choice and identity construction in peer interactions: An insight from a multilingual university in Hong Kong. Journal of Multilingual and Multicultural Development, 32(1), 17-31.

• Gu, M. (2010). The Discursive construction of college English learners’ identity in cross-cultural interactions. Critical Inquiry in Language Studies: An International Journal, 7(4), 298-333.

• Gu, M. (2010). Identities constructed in difference: English language learners in China. Journal of Pragmatics, 42(1), 243-256.

• Gu, M. (2010). National identity in EFL learning: A Longitudinal Inquiry. Changing English, 17(1), 57-68.

• Gu, M. (2009). College English learners’ discursive motivation construction in China. System, 37(2), 300-312.

• Gu, M. (2008). Identity construction and investment transformation: College students from non-Urban area in China. Journal of Asian Pacific Communication, 18(1), 49-70.

Book Chapters

• Gu, M. (forthcoming). Individuality in identity construction: The stories of two Chinese learners of English. In P. Benson & L. Cooker (Eds.), The applied linguistic individual: Sociocultural approaches to autonomy, agency and identity. London: Equinox.

• Gu, M. (forthcoming). Transformation of language ideologies: Mainland Chinese students in a multilingual university in Hong Kong. In H. Haberland & B. Preisler (Eds.), Language alternation, language choice and language encounter in international education. Dordrecht, The Netherlands: Springer.

• Gu, M. (forthcoming). A political analysis of teacher professional development: Insights from a teacher institute in Hong Kong. In I. Guske & B. Swaffield (Eds.), Global encounters – Pedagogical paradigms and educational practices. Cambridge: Cambridge Scholars Publishing.

• Gu, M. (forthcoming). An ethico-political analysis of teacher identity construction. In J. Trent, X. Gao & M. Gu (Eds.), Language teacher education in multilingual contexts. Dordrecht, The Netherlands: Springer.
  

• Gu, M. (forthcoming). Cross-border pre-service teachers in Hong Kong: Identity and integration. In J. Trent, X. Gao & M. Gu (Eds.), Language teacher education in multilingual contexts. Dordrecht, The Netherlands: Springer.
  

• Gu, M. (forthcoming). Cultural identity and learning to teach: English language pre-service teachers from Mainland China in Hong Kong. In J. Trent, X. Gao & M. Gu (Eds.), Language teacher education in multilingual contexts. Dordrecht, The Netherlands: Springer.
  

• Gu, M. (2008). ‘Advancing an integrative theoretical framework for second language motivation research’. In I. Guske & B. Swaffield (Eds.), Education landscapes in the 21st Century: Cross-cultural challenges and multi-disciplinary perspectives (pp. 82-100). Cambridge: Cambridge Scholars Publishing.
  

• Gu, M. (2005). Imagined communities, identity and English language learning in the PRC, Research Studies in Education, 3, 22-33.
  

• Gu, M. (2004). Returns on investment in interaction: English language learning in China, Research Studies in Education, 2, 203-214.

Conference Papers

• Gu, M. (2011). The ethical formation of teacher identity: Pre-service teachers in Hong Kong. Proceedings of the 3rd CELC Symposium: Global Perspectives, Local Initiatives: Reflections and Practices in ELT (pp. 183-194). Singapore: The National University of Singapore.
  

• Gu, M. (2008). The construction of English language learners’ motivation: A multi-level perspective. Proceedings of the Sixth Worldwide Forum on Education and Culture. Virginia Beach, US: Regent University.
  

• Gu, M. (2006). Interaction and motivation: English Language Learning in China. Proceedings of the Asian Pacific Education Research Conference 2006. Hong Kong: The Hong Kong Institute of Education.

Paper Presentations at Conferences

• (2010) Identities constructed in differences: Pre-service teachers in Hong Kong. The 2nd East Asian International Conference on Teacher Education Research, Hong Kong Institute of Education, Hong Kong, China, December 15-17, 2010.

• (2010) Professional development of Cross-border pre-service teachers in Hong Kong. The 15th ESEA Conference, University of Macau, Macau, China, December 9-11, 2010

• (2010) Identity formation of tertiary EFL learners in China: A longitudinal inquiry. The Third International Conference on Multicultural Discourses. Zhejiang University, China, August 27-29, 2010.

• (2010) Space and Scale: Identity construction of students in a multilingual university. CELC Symposium: Global Perspectives, Local Initiatives: Reflections and Practices in ELT, National University of Singapore, May 26-28, 2010.

• (2010). National Identity in EFL learning. English Education Today for Tomorrow: The Road Ahead, Shantou University, Shantou, China, April 16-18, 2010.

• (2009) Cross-Boundary Pre-service Teachers from mainland China in Hong Kong: Identity and Integration. The Third HAAL Forum. Hong Kong, Dec 12, 2009.

• (2008) The discursive construction of English language learners’ identity in China. AAAL Annual Conference 2008. Washington, DC, March 29 to April 1, 2008.

• (2007) The construction of English language learners’ motivation: A sociocultural perspective. Re-Forming the Classroom: What Teachers Can Do to Connect Living and Learning. Rome, Italy, December 20-30, 2007.

• (2006) Learning and living: the story of four English language learners in China. The Asian Pacific Education Research Conference. The Hong Kong Institute of education, Hong Kong, December 28-30, 2006.

• (2006) Identities and imagined communities of English Learners in China: A case study. The ninth Postgraduate Research Conference. The University of Hong Kong, Hong Kong, June, 2006.

• (2005) Returns on investment in English learning. The eighth Postgraduate Research Conference . The University of Hong Kong, Hong Kong, June, 2005.

• (2004) Waving in parallel: Learners’ motivation in dyadic interaction with English L1 speakers. The S eventh Postgraduate Research Conference, The University of Hong Kong, May, 2004.

Research Projects