Dr Zheng Zhang

Assistant Professor

Profile

My research interests include curriculum studies of transnational education, literacy and biliteracy curriculum, internationalization of curriculum, English academic writing, multimodal literacy, cross-border teacher education undergirded by new media literacies, and multiliteracies pedagogy in culturally and linguistically diverse backgrounds. I teach courses related to literacy and curriculum. Previously, I served as assistant professor at the Chinese University of Hong Kong.

Expertise Areas

Research

Funded Research Projects

Zhang, Z. (principal applicant). (2019). Weaving Virtual Reality into a cross-border, online biliteracy curriculum. SSHRB.

Zhang, Z. (principal applicant). (2018-2019). Building on assets: A netnography of a cross-border, online biliteracy curriculum, SSHRC PEG.

Zhang, Z. (principal applicant) & Heydon R. (2016-2018). A multiple case study of literacy curricula in Canadian transnational education programs in China, SSHRC IDG.

Zhang, Z. (2013-2014). A Multiliteracies perspective: Trajectory of literacy curricula in Canadian transnational education programmes in Hong Kong and Macao. Direct Grant, The Chinese University of Hong Kong.

Zhang, Z. (principal applicant), & Li, J. (2013-2014). Transnational exploration of English education: Hong Kong and Canadian English student teachers connected through Open Educational Resources. IT Ed Fund, The Chinese University of Hong Kong.

Zhang, Z. (principal applicant), Kim, M. S., & Heydon, R. (2015-2017). Canadian literacy curricula go global: Rationales, recalibrations, and impacts. Faculty Research Development Fund, Western University.

Zhang, Z. (2015-2016). A systematic review of the dimensions and effectiveness of multiliteracies pedagogy. Internal Research Grant, Western University.

Recent Publications

Refereed Journal Articles

Zhang, Z. (2019). Transnational Canadian literacy curricula in Macau: A focus on students’ literacy learning and identity formation. Journal of Curriculum Studies. DOI: https://doi.org/10.1080/00220272.2019.1580316

Zhang, Z., Nagle, J., McKishnie, B., Lin, Z., & Li, W. (2019). Scientific strengths and reported effectiveness: A systematic review of multiliteracies. Pedagogies: An International Journal, 14(1), 33-61. DOI: https://doi.org/10.1080/1554480X.2018.1537188 (Published online in 2018)

Zhang, Z., Li, J., Liu, F., & Miao, Z . (2016). Hong Kong and Canadian students experiencing a new participatory culture: A teacher professional training project undergirded by new media literacies. Teaching and Teacher Education, 59(2016), 146-158. DOI: http://dx.doi.org/10.1016/j.tate.2016.05.017

Li, J., & Zhang, Z. (2016). An intercontinental inquiry on multicultural education: Canadian and Hong Kong university students connected through a Web 2.0 learning environment. Intercultural Education, 26(6), 562-583.

Zhang, Z., & Heydon, R. (2015). The changing landscape of literacy curriculum in a Sino-Canada transnational education programme: An actor-network theory informed case study. Journal of Curriculum Studies. DOI:10.1080/00220272.2015.1090626 

Zhang, Z. (2015). Chinese and Canadian teachers implement a hybrid Sino-Canadian curriculum: A multiliteracies perspective. Teaching and Teacher Education, 48(2015), 106-116. DOI: http://dx.doi.org/10.1016/j.tate.2015.02.006

Zhang, Z., & Heydon, R. (2014). Language, literacy, and singing. Language & Literacy, 16(3), 1-3.

Zhang, Z., Fyn, D., Langelotz, L., Lönngren, J., McCorquodale, L., & Nehez, J. (2014). Our way(s) to action research: Doctoral students’ international & interdisciplinary collaboration. Action Research, 12(3), 293-314.

Zhang, Z., & Heydon, R. (2014). Lived literacy curriculum in a globalized schooling context: A case study of a Sino-Canadian transnational programme. Journal of Curriculum Studies, 46(3), 389-418.

Heydon, R., Crocker, W. A., & Zhang, Z. (2013). Novels, nests and other provocations: Emergent literacy curriculum production in a childcare centre. Journal of Curriculum Studies, 46(1), 1-32.

Beynon, C.A., Heydon, R., O’Neill, S.A., Zhang, Z., & Crocker, W. (2013). Straining to hear the singing: Toward an understanding of successful intergenerational singing curriculum. Journal of Intergenerational Relationships, 11(2), 176-189.

Rowsell, J., Prinsloo, M., & Zhang, Z. (2012). Socializing the digital: Taking emic perspectives on digital domains. Language & Literacy, 14(2), 1-5.

Zhang, Z. (2011). A nested model of academic writing approaches: Chinese international graduate students’ views of English academic writing. Language & Literacy, 13(1), 39-59.

Zhang, Z., & Bano, N. (2010). Multiple cultures and multiple literacies: Chinese and Pakistani immigrant families’ perceptions of family literacy programs. Canadian and International Education, 39(3), 81-100.

Zhang, Z. (2009). English-only cult in China. Bilingual Basics, 11(1). Retrieved from  https://www.tesol.org/convention-2018/tesol-2018-convention-news/2011/11/03/bilingual-basics-news-volume-11-1-(december-2009)

Zhang, Z. (2007). The status quo of bilingual education in Chinese universitie s. TESOL Bilingual Basic News, 10(1) , 9(2). Retrieved from http://www.tesol.org/read-and-publish/newsletters-other-publications/interest-section-newsletters/bilingual-basics-b-meis/bilingual-basics/2011/11/03/bilingual-basics-news-volume-10-1-(november-2007)

Zhang, Z. (2005). The influences of differences between Chinese and English upon students’ TEM-4 & TEM-8 English writing. Journal of Gansu Social Science (Supplement Issue), 2005(6).

Zhang, Z. (2004). The culture-construction model of second language learning . Journal of Shanghai University of Electric Power, 2004(3).

Zhang, Z. (2001). Translation of the cultural images in idioms. Journal of Guangdong AIB Polytechnic College, 2001(4).

Book Chapters

Heydon, R., Zhang, Z., & Bocazar, B., (2017). Ethical curricula through responsive, multimodal literacy & pedagogy: Illustrations from a kindergarten classroom curriculum. International perspectives on inclusive education (pp. 189-213). Emerald Publishing Limited.

Zhang, Z., & Heydon, R. (2017). Being open to the Other: K-12 teachers’ multimodal reflections on Hong Kong curricula. In S. S. Choo, D. Sawch, A. Villanueva, & R. Vinz (Eds.), Educating for 21 st century global capacities: International perspectives and practices (pp. 425-445). Singapore: Springer.

Book Reviews

Zhang, Z. (2015). Book review: Mo, J. Q. (2013). Transplantation and innovation: Establishing an international school accreditation system in China. Beijing, China: Educational Science Publishing House. Frontiers of Education in China, 10(1), 170-173.

Zhang, Z. (2013). Book review: Kenner, C. (2004). Becoming biliterate: Young children learning different writing systems. Stoke-on-Trent, UK: Trentham Books. Journal of Early Childhood Literacy, 13(2), 301-306.

Zhang, Z. (2009). Print literacy development: Uniting cognitive and social practice theories. Book review: Purcell-Gates, V., Jacobson, E. & Degener, S. (2004). Print literacy development: Uniting cognitive and social practice theories. Hongkong Journal of Applied Linguistics, 12(1), 93-94.

Reports

Hyland, T. A., Howell, G., & Zhang, Z. (2010). The effectiveness of the Writing ProficiencyAssessment (WPA) in improving student writing skills at Huron University College. Toronto, Ontario, Canada: Higher Education Quality Council of Ontario.

Teaching and Supervision

Teaching

Undergraduate Courses Taught

  • Principles of Curriculum Design: Spring 2013, Summer 2013 (two cohorts), Faculty of Education, CUHK.
  • Principles of Curriculum and Instructional Design: Spring 2014, Faculty of Education, CUHK
  • Comprehensive English: Fall 2002 (two cohorts), Spring 2003 (two cohorts), Fall 2003 (two cohorts), Spring 2004 (two cohorts), Shanghai University of Electric Power
  • Advanced English: Fall 2004 (two cohorts), Spring 2005 (two cohorts), Fall 2005 (two cohorts), Spring 2006 (two cohorts), Shanghai University of Electric Power
  • Test Preparation for “Test for English Majors Band 8” [TEM 8]: Spring 2006 (two cohorts), Shanghai University of Electric Power
  • The Advanced Course of English Writing, 2006, Shanghai Jiaotong University
  • The Intermediate Course of English-Chinese Interpretation: 2003, 2004, Shanghai Jiaotong University
  • The Advanced Course of English-Chinese Interpretation: 2005, 2006, Shanghai Jiaotong University
  • Test Preparation for “Test for English Majors Band 4” [TEM 4]: 2004, Shanghai Jiaotong University
  • Test Preparation for “Test for English Majors Band 8” [TEM 8]: 2004, 2006, Shanghai Jiaotong University

Graduate Courses Taught

  • 9730B-001 Advanced Topics in Curriculum: Winter 2018, Faculty of Education, Western University
  • 9497-650 Understanding Curriculum Leadership for Educational Practice: Winter 2018, Faculty of Education, Western University
  • 9535A-651 Understanding Language and Literacy Curriculum, Pedagogy, and Learning in a Changing World: Fall 2017, Faculty of Education, Western University
  • 9496A-651 Understanding Research Methods for Educational Practice: Fall 2017, Faculty of Education, Western University
  • 9493L-650 Multiliteracies and Student Diversity: Summer 2017, Faculty of Education, Western University
  • 9103L-650 Understanding Assessment and Evaluation in Educational Settings: Summer 2017, Faculty of Education, Western University
  • 9730 Advanced Topics in Curriculum: Winter 2016, Faculty of Education, Western University
  • 9494B Curriculum Leadership in Language and Literacy: Winter 2016, Faculty of Education, Western University
  • 9580A-001 Introduction to Curriculum, Fall 2015, Faculty of Education, Western University
  • 9580A-002 Introduction to Curriculum, Fall 2015, Faculty of Education, Western University
  • 9493L Multiliteracies and Student Diversity: Summer 2015, Faculty of Education, Western University
  • Curriculum Decision-Making: Spring 2013, Fall 2013 (two cohorts), Spring 2014, Fall 2014 (two cohorts), Faculty of Education, The Chinese University of Hong Kong (CUHK)
  • Teaching---Orientation, Strategy & Application: Spring 2013, Spring 2014, Faculty of Education, CUHK

Graduate Student Supervision

Completed (M.A.)

  1. Gao, Yuze. Western University. An Analysis of Social Media Use Within and Outside of College English Classes in China. Western University. (January 2019 defense)
  2. Johnston, Megan. Literacy and identity investment in secondary drama courses: Using narrative inquiry to investigate teacher perceptions of the affordances of secondary drama courses in Ontario. Western University. (July 2018 defense)
  3. Li, Ran. Community of practice: Adult’s informal learning in an online English learning community in Western University. (March 2018 defense)
  4. McKishnie, Bethany Corinne. Trend, affordances, and implications for learners’ literacy and identity options: A systematic review of studies on transnational education. Western University. (March 2018 defense)
  5. Hu, Yifei. A case study of new media literacies in an English language learning program. Western University. (October 2017 defense)
  6. Lin, Zhen. Re-conceptualizing the nature of resourcesin multimodal literacy: The case of young children’s meaning making in an intergenerational art class . Western University. (August 2017 defense) (co-supervision with Prof. Rachel Heydon)
  7. Li, Wanjing. A case study of literacy curriculum in a Canadian offshore school in China. Western University. (August 2017 defense)

Completed (MEd)

  1. Chan, Lai Ha Apple. Learning through play: A case study of a Hong Kong kindergarten. The Chinese University of Hong Kong. (December 2014 graduation)

In Process (M.A.)

  1. Trad, Rozan Faisel. Western University. (September 2017 to present)
  2. Li, Yan. Western University. (September 2016 to present)
  3. Li, Mengxue. Western University. (September 2016 to present)
  4. Han, Lu, Western University. (September 2018 to present) (co-supervision with Dr. Rachel Heydon)
  5. Qingning, Chen. Western University. (September 2018 to present) (co-supervision with Dr. Kathy Hibbert)
  6. He, Chi Western University. (September 2018 to present)
  7. Xin, Shu, Western University. (September 2018 to present) (co-supervision with Dr. Rachel Heydon)

Completed (Ph.D.)

  1. Zhang, Wenxiao. Exploring in-service EFL teacher assessment literacy in Mainland China: The relationship among competence, attitudes, and practices. The Chinese University of Hong Kong (Oct 3, 2013 1 st qualifying paper) (April 6, 2013 to August 20 2013 in the capacity of committee member; August 20, 2013 to December 12, 2014 co-supervision with Prof. Cheung Sin Pui Derek)

In Process (Ph.D.)

  1. Tabib, Ahlem (Dec. 20, 2018 to present, co-supervision with Prof. Steve Bird)
  2. Li, Wanjing (Sept. 2017 to present, co-supervision with Prof. Rachel Heydon)
  3. Swesi, Hisham (Sept. 2016 to present, co-supervision with Prof. Immaculate Namukasa)
  4. Nagle, Joelle. Multiliteracies in teacher professional learning: Exploring the lived curriculum of educators in an online Professional Masters of Education program. Western University. (May 2015 to present, co-supervision with Prof. Rachel Heydon)

Academic supervision for Mitacs projects

  1. Wanjing, Li (Sept. 2018): Mitacs Globalink Research Award: $5000
  2. Yijuan, Ge (Oct. 2018): Mitacs Globalink Research Award: $5000

Ph.D. Thesis Committee

Completed

  1. Cheung, Chui Ling. Application of scaffolds in genre-based pedagogy to second language (L2) writing instruction: A case-study of EFL students with low proficiency. The Chinese University of Hong Kong (August 15, 2014 defense)
  2. Kong, Siu Ping. An action research of teaching and learning in a general education course at a community college in Hong Kong. The Chinese University of Hong Kong (April 23, 2014 to February 27, 2015 defense)
  3. Yang, Xin. A research on interactive relationship between teacher’s practical knowledge and teaching decision making in the context of curriculum reform of Mainland China. The Chinese University of Hong Kong (August 15, 2013 defense)

In Process

  1. Ge, Yijuan. Uncovering the myth of shared reading English picture books for Chinese families: A narrative inquiry. Western University. (2016 to present) (Supervisor: Dr. Kathy Hibbert)
  2. Tabib, Ahlem. Multimodality and ESL: A case study of aligning assessment with digital curriculum (July 2017 to present) (Supervisor, Dr. Steve Bird)
  3. Bocazar, Beatrix. Western university (June 2017 to present). (Supervisor: Dr. Rachel Heydon)
  4. Emma Cooper. But what do YOU mean?: A multiple case study of the semiotic demands and supports in elementary classroom curricula. Western university (December 2015 to 2016). (Supervisor: Dr. Rachel Heydon)
  5. Lin Sun. (Supervisor: Dr. Kathy Hibbert)
  6. Nagle, Joelle. Multiliteracies in teacher professional learning: Exploring the lived curriculum of educators in an online Professional Masters of Education program. Western university (March to April 2015)  

Undergraduate Student Supervision

  1. Liu, Lingyun. (2006). On translatability of English proverbs. Unpublished B.A. thesis, Shanghai University of Electric Power, Shanghai, China.
  2. Xu, Xu. (2006). Second language acquisition and effective English teaching methods. Unpublished B.A. thesis, Shanghai University of Electric Power, Shanghai, China.
  3. Zhang, Wen. (2006). A study on translation of English idioms. Unpublished B.A. thesis, Shanghai University of Electric Power, Shanghai, China.
  4. Wu, Min. (2005).A brief study of Chinglish. Unpublished B.A. thesis, Shanghai University of Electric Power, Shanghai, China.
  5. Xu, Shi. (2005). Sexism in English: Insights from the feminists’ criticism upon English. Unpublished B.A. thesis, Shanghai University of Electric Power, Shanghai, China.