Books:

• Li, G., & Ma, W. (Eds., in progress). Educating Chinese-heritage students in the global-local nexus: achievement, challenges, and opportunities. (Please send abstracts if you have related work!)

• Ma, W., & Li, G. (Eds., in press): Beyond test scores: Understanding the hearts and minds of Chinese students in K-12 schools in the United States. New York: Routledge.

• Li, G., & Zhong, L. J. (in press). 玩比学重要：美国华裔妈妈教你快乐早教[More play, less study: A Chinese American mother’s advice on early education]. 北京大学出版社 Beijing: Beijing University Press.

• Zhao, Y., Lei, J., Li, G., He, M. F., Okano, K., Megahed, N., Gamage, D., & Ramanathan N. (Eds., 2011). Handbook of Asian education: A cultural approach. New York: Routledge.

• Li, G., & Edwards, P. (Eds., 2010). Best practices in ELL instruction. New York: Guilford Press.

• Li, G. (Ed., 2009). Multicultural families, home literacies, and mainstream schooling. Greenwich, CT: Information Age Publishing.

• Li, G., & Wang, L. (Eds., 2008). Model minority myths revisited: An interdisciplinary approach to demystifying Asian American education experiences. Greenwich, CT: Information Age Publishing. (Winner of the Publication Award, Association of Chinese Professors of Social Sciences in the U. S., 2011)

• Li, G. (2008). Culturally contested literacies: America’s “rainbow underclass” and urban schools. New York: Routledge.
• Li, G. (2006). Culturally contested pedagogy: Battles of literacy and schooling between mainstream teachers and Asian immigrant parents. Albany, NY: SUNY Press. (Winner of Ed Fry Book Award, National Reading Conference, 2006)
• Li, G., & Beckett, G. (Eds., 2006). “Strangers” of the academy: Asian women scholars in higher education. Sterling, VA: Stylus Publishing.

• Li, G. (2005). Asian-American education across the class line: A multi-site report. Buffalo, NY: GSE Publications and SUNY Press.

• Li, G. (2002). “East is East, West is West”? Home literacy, culture, and schooling. New York: Peter Lang. (Finalist, American Educational Research Association Outstanding Book Award, 2004)

Refereed Journal Articles and Book Chapters

Special Journal Issue:

• Li, G. (Ed.) (2013). Effective professional development for teachers of culturally and linguistically diverse (CLD) students: Issues and perspectives [Special issue]. Theory Into Practice, 52, 77-143.

Journal Articles (Peer Reviewed):

• Zhou, W., & Li, G. (2015). Chinese language teachers’ expectations and perceptions of American students’ behavior: Exploring the nexus of cultural differences and classroom management. System: An International Journal of Educational Technology and Applied Linguistic, 49(April, 2015), 17-27.

• Li, G., & Yang, L. (2015). Asian immigrant children’s reading achievement in the early years: Trends from the ECLS-K data. Frontiers of Education in China, 10(1), 110-131.

• Li, G., Lin, J., & Wang, H. (2014, invited). Rethinking identity and agency in minority education: preparing Asian American leaders for a global future. New Waves-Educational Research and Development Journal, 17(1), 50-65.

• Li, G. (2013). Social class, culture, and Asian social positioning: Rethinking literacy and power in the new millennium. New Waves-Educational Research and Development Journal, 16(2), 1-9.

• Li, G., & Ni, X. (2013). Effects of a technology-enriched, task-based language teaching curriculum on Chinese elementary students’ achievement in English as foreign language. International Journal of Computer-Assisted Language Learning & Teaching (IJCALLT), 3(1), 33-49.

• Li, G. (2013). Promoting teachers of culturally and linguistically diverse (CLD) students as change agents: A cultural approach to professional learning. Theory Into Practice, 52(2), 136-143.

• Li, G. (2012). Literacy engagement through online and offline communities outside school: ELLs’ development as readers and writers. Theory Into Practice, 54(3), 312-318.

• Li, G., & Ni, X. (2011a). Primary EFL teachers’ technology use in China: Patterns and perceptions. RELC Journal: A Journal of Language Teaching and Research in Southeast Asia. 42(1), 69-85.

• Li, G., & Ni, X. (2011b). Elementary in-service teachers’ beliefs and uses of technology in China: A survey study. International Journal of Technology in Teaching and Learning, 6(2), 116-132.

• Lai, C., & Li, G. (2011). Technology and task-based language teaching: A critical review. Computer-assisted Language Instruction Consortium (CALICO) Journal, 28(2), 498-521.

• Ni, X., & Li, G. (2010). What can we learn from teachers’ IT Literacy: A survey study of IT in China’s basic education. Distance Education in China, 7, 63-67.

• Li, G. (2010). Race, class, and schooling: Multicultural families doing the hard work of home literacy in America’s inner city. Reading & Writing Quarterly, 26(2), 140-165.

• Li, G., & Ni, X. (2008). 新信息技术应用与意义构建型教学课程设计：理论和实践 (Information technology integration in meaning-based EFL curriculum design: Theory and practice), 新课程 (New Curriculum), 7, 4-6.

• Li, G., & Christ. T. (2007). Social capital and home literacy engagement: Case studies of low-SES single mothers’ access to literacy resources. English in Education, 41(1), 21-35.

• Li, G. (2007a). Home environment and second language acquisition: The importance of family capital. British Journal of Sociology of Education, 28(3), 285-299.

• Li, G. (2007b). Second language and literacy learning in school and at home: An ethnographic study of Chinese-Canadian first graders’ experiences. Journal of Literacy Teaching and Learning, 11(1), 1-40.

• Li, G. (2006a). What do parents think? Middle-class Chinese immigrant parents’ perspectives on literacy learning, homework, and school-home communication. The School Community Journal, 16(2), 25-44.

• Li, G. (2006b). Biliteracy and trilingual practices in the home context: Case studies of Chinese-Canadian children. Journal of Early Childhood Literacy, 6(3), 359–385.

• Li, G. (2005a). Family as educator: A Chinese-Canadian experience of acquiring second language literacy. Canadian Children, 30(2), 9-16.

• Li, G. (2005b). Other people’s success: Impact of the “model minority” myth on underachieving Asian students in North America. KEDI Journal of Educational Policy, 2(1), 69-86.

• Li, G. (2004). Perspectives on struggling English language learners: Case studies of two Chinese-Canadian children. Journal of Literacy Research, 36(1), 29-70.

• Li, G. (2003). Literacy, culture, and politics of schooling: Counternarratives of a Chinese Canadian family. Anthropology & Education Quarterly, 34(2), 184-206.

• Li, G. (2001). Literacy as situated practice: The world of a Chinese preschooler. Canadian Journal of Education, 26(1), 57-75.

• Li, G. (2000a). A conversation with Sandra Kouritzin on “Bringing life to research: Life history research and ESL.” TESL Canada Journal, 18(1), 87-91.

• Li, G. (2000b). Family literacy and cultural identity: An ethnographic study of a Filipino family in Canada. McGill Journal of Education, 35(1), 1-27. (This article won the Best Article Award from the journal.)

Book Chapters:

• Li, G., & Wen, M. (in press). Understanding “difference within differences” in Chinese-heritage students’ educational experiences across school, home and community contexts. In W. Ma, and G. Li (Eds), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
• Wen, M., & Li, G. (in press). Looking beyond the stereotypes and moving forward: cultivating hearts and minds of Chinese-heritage learners. In W. Ma, and G. Li (Eds), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
• Wen, K., & Li, G. (in press). Chinese students’ heritage language learning in the United States: A review. In W. Ma, and G. Li (Eds), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
• Li, G. (in press). Low-SES ELLs’ new literacies outside school: Attitudes, access, and agency. In P. Schmidt and A. Lazar (Eds.), Reconceptualizing literacy in the new age of multiculturalism and pluralism (2nd ed.). Greenwich, CT: Information Age Publishing.
• Zhou, W., & Li, G. (in press). Pedagogical challenges in cross-cultural Chinese language teaching: Perceptions and Experiences of Chinese immersion teachers in the U.S. In P. Smith & A. Kumi-Yeboah (Eds.), Handbook of research on cross-cultural approaches to language and literacy development. Hershey, PA: IGI Global.
• Zhou, W., & Li, G. (in press). Chinese language teachers’ pedagogical adjustment and classroom management in cross-cultural contexts. In J. Ruan, J. Zhang, and C. Leung (Eds.), Perspectives on Chinese as a foreign language education. New York: Springer.
• Li, G. (in press). Social class, culture and Asian children’s home and school literacy connection: The case for cultural reciprocity in early literacy education. In J. Anderson, A. Anderson, J. Hare, & M. McTavish (Eds.), The intersection of culture, language and learning in Early Childhood in the contexts of communities, families and schools.
• Keck, S., Timms, S., & Li, G. (2015). Engaging families for academic and social success: The power of an inner-city school district’s partnership with community organizations for supporting refugee students. In M. P. Evans and D. Hiatt-Michael (Eds.), The power of community engagement for educational change. Greenwich, CT: Information Age Publishing.
• Li, G. (2015). Subject matters of language, culture, identity, and power. In M. F. He, B. Schultz, W. H. Schubert (Eds.), The guide to curriculum in education. New York: SAGE.
• Li, G. (2015). Best approaches to literacy instruction to English language learners: Cultural conflicts and compromises. In T. H. Some & P. Orelus (Ed.), Re-defining America: The new wave of minority students and immigrants of color. Greenwich, CT: Information Age Publishing, Inc.
• Li, G. (2014). Preface. For W. Ma & C. Wang (Eds.), Learner’s privilege and responsibility: Listening to the voices of Chinese students in the United States (pp. xi-xiv). Greenwich, CT: Information Age Publishing, Inc.
• Li, G., Sweeney, J., Protacio, M. S., & Ponnan, K. (2013). A team-training approach to professional development: Perceptions and practices of in-service teachers of ELLs in two urban high schools. In Y. Bashevis & Y. Weidenseld (Eds.), Professional development: Perspectives, strategies and practices. New York: Nova Science Publishing.
• Li, G. (2013a). Understanding ELL literacy from a cultural lens: An Asian perspective. In K. Hall, T. Cremin, B. Comer & L. Moll (Eds.), International handbook of research on children’s literacy, learning, and culture (pp. 139-154). West Sussex, UK: John Wiley & Sons Ltd.
• Li, G. (2013b). Poverty and minority children’s education in the US: Case study of a Sudanese refugee family. In D. J. Johnson, D. L. Agbényiga & R. Hitchcock (Eds.), Vulnerable childhood in a global context (pp. 55-70). New York: Springer.
• Li, G. (2013c). Getting published and doing research. In R. Kutoba & Y. Sun (Eds.), Demystifying career after graduate school: A guide for second language professionals in higher education (pp. 151-162). Greenwich, CT: Information Age Publishing, Inc.
• Li, G. (2013d). Immigrant language acquisition: An international review. In S. Gold & S. Naywn (Eds.), The international handbook of migration studies (pp. 271-282). New York: Routledge.
• Li, G., & Ni, X. (2012). Use of technology to support the learning and teaching of English in China. In C. Leung & J. Yuan (Eds.), Perspectives on teaching and learning English literacy in China (pp. 145-160). New York: Springer.
• Li, G., & Wang, J. (2012a). Diversity among Asian Americans. In J. Banks (Ed.), Encyclopedia of diversity in education. (pp. 151-154). Thousand Oaks, CA: SAGE Publications, Inc.
• Li, G., & Wang, J. (2012b). Chinese immigrant parents’ perspectives on literacy learning, homework, and school-home communication. In E. Grigorenko (Ed.), Handbook of U.S. immigration and education. New York: Springer.
• Estrada, J., Estrada, E., & Li, G. (2011). Communities as resources: Two teachers’ reciprocal learning from minority communities. In P. R. Schmidt & A. M. Lazar, (Eds), We can teach and we can learn: Achievement in culturally responsive literacy classrooms. New York: Teachers College Press.
• Li, G. (2011). The role of culture in literacy learning and teaching. In M. L. Kamil, P. D. Pearson, E. B. Moje & P. Afflerbach (Eds.), Handbook of reading research, Vol. IV (pp. 515-538). Mahwah, NJ: Lawrence Erlbaum.
• Li, G., & He, M. F. (2011). Cultural overview of Sinic education. In Y. Zhao, J. Lei, G. Li, M. F. He, K. Okano, N. Megahed, D. Gamage & N. Ramanathan (Eds.), Handbook of Asian education: A cultural approach (pp. 3-7). New York: Routledge.
• Li, G, He, M. F., Tsou, W., Hong, W. P., Curdt-Christiansen, X., and Huong, P. L. (2011), Teachers and teaching in Sinic education. In Y. Zhao, J. Lei, G. Li, M. F. He, K. Okano, N. Megahed, D. Gamage & N. Ramanathan (Eds.), Handbook of Asian education: A cultural approach (pp. 51-77). New York: Routledge.
• Li, G., Du, L., Pang, I., Chang, S., Cho, H., Khong, L., & Canh, L. V. (2011). Home and community in Sinic education. In Y. Zhao, J. Lei, G. Li, M. F. He, K. Okano, N. Megahed, D. Gamage & N. Ramanathan (Eds.), Handbook of Asian education: A cultural approach (pp. 105-133). New York: Routledge.
• Qin, B., Li, G., Rana, M., Han, E. (2011). Education of immigrants from Sinic civilization. In Y. Zhao, J. Lei, G. Li, M. F. He, K. Okano, N. Megahed, D. Gamage & N. Ramanathan (Eds.), Handbook of Asian education: A cultural approach (pp. 157-180). New York: Routledge.
• Li, G. (2010a). Social class, culture, and “good parenting”: Voices of low–SES families. In M. M. Marsh & T. Turner-Vorbeck (Eds.), (Mis)understanding families: Learning from real families in our schools (pp. 162-178). New York: Teachers College Press.
• Li, G. (2010b). The impact of social dynamics on immigrant children’s language and literacy practices: Learning from Asian families. In M. L. Dantas & P. Manyak (Eds.), School-home connections in a multicultural society: Learning from and with diverse families (pp. 41-58). New York: Routledge.
• Li, G., & Protacio, S. (2010). Best practices in professional development for teachers of ELLs. In G. Li & P. Edwards (Eds.), Best practices in ELL instruction (pp. 353-380). New York: Guilford Press.
• Li, G. (2009a). Behind the “model minority” mask: A cultural ecological perspective on a high achieving Vietnamese youth’s identity and socio-emotional struggles. In C. Park, R. Endo & X. L. Rong (Eds.), New perspectives in Asian American parents, students, and teacher recruitment (pp.165-192). Greenwich, CT: Information Age Publishing.
• Li, G. (2009b). Toward a situated perspective on multicultural families and their home literacy practices. In G. Li (Ed.), Multicultural families, home literacies, and mainstream schooling. (pp. xv-xxvii) Greenwich, CT: Information Age Publishing.
• Li, G. (2009c). Family literacy: Learning from an Asian immigrant family. In G. Li (Ed.), Multicultural families, home literacies, and mainstream schooling (pp. 93-112). Greenwich, CT: Information Age Publishing.
• Li, G. (2009d). The “majority in the minority”: Literacy practices of low-SES white families in an inner city neighbourhood. In G. Li (Ed.), Multicultural Families, Home Literacies, and Mainstream Schooling (pp. 175-196). Albany: SUNY Press.
• Liu, X., & Li, G. (2009). Equity and equality in Asian American science education: Unpacking the model minority myth. In W. M. Roth & K. Tobin (Eds.), World of science education: North America (pp. 369-388). Rotterdam, The Netherlands: SensePublishers.
• Li, G., & Wang, W. (2008). English language learners. In T. Good (Ed.,), 21st century education: An encyclopaedia (pp. 97-104). Thousand Oaks, CA: Sage.
• Li, G., & Wang, L. (2008). Introduction: The old myth in a new time. In G. Li & L. Wang (Eds.), Model minority myth revisited: An interdisciplinary approach to demystifying Asian American education experiences (pp. 1-20). Charlotte, NC: IAP.
• Li, G. (2008). Other people’s success: impact of the “model minority” myth on underachieving Asian Students in North America. In G. Li & L. Wang (Eds.), Model minority myth revisited: An interdisciplinary approach to demystifying Asian American education experiences (pp. 213-232). Greenwich, CT: Information Age Publishing.
• Brock, C., Case, R., Pennington, J., Li, G., & Salas, R. (2008). Using a multimodal theoretical lens to explore studies pertaining to English learners in the visual and communicative arts. In J. Flood, S. Brice-Heath & D. Lapp (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 51-64). Mahwah, NJ: Lawrence Erlbaum.
• Lu, X., & Li, G. (2008). Motivation and achievement in Chinese language learning: A comparative analysis of heritage and non-heritage college students in mixed classrooms in the United States. In A. W. He & X. Yun (Eds.), Chinese as a heritage language: Fostering rooted world citizenry (pp. 89-108). Hawaii: NFLRC
• Li, G. (2007a). Parenting practices and schooling: The way class works for new immigrant groups. In L. Weis (Ed.), The way class works: Readings of school, family and the economy (pp. 149-166). Routledge, NY.
• Li, G. (2007b). 跨文化环境中的英语语文教育 (Literacy instruction in cross-cultural contexts). In J. Ji & N. Jian (Eds.), 应用语言学 (Applied linguistics). Beijing, China: Peoples University Press of China.
• Li, G. (2007c). Home environment and literacy engagement: Case study of a Vietnamese refugee family in America. In C. Park (Ed.), Asian Pacific education: Acculturation, literacy development and learning (pp. 77-104). Greenwich, CT: Information Age Publishing.
• Li, G. (2007d). The role of parents in heritage language maintenance and development: Case studies of Chinese immigrant children’s home practices. In K. Kondo-Brown (Ed.), Multiple factors and contexts promoting heritage language: Focus on East Asian immigrants (pp. 15-32). Amsterdam, the Netherlands: John Benjamin Publishing Company.
• Li, G. (2006a). Crossing cultural borders in the US: Case study of one Sudanese refugee family’s experiences with urban schooling. In L. Adam & A. Kirova (Eds.), The effects of global migration on children, families and schools (pp. 237-249). Mahwah, NJ: Lawrence Erlbaum.
• Li, G. (2006b). A scholar’s response to “Principle 2: Adolescents participate in respectful environments characterized by high expectations, trust, and care.” In B. Sturtevant, F. Boyd, W. Brozo, K. Hinchman, D. A. Moore, & D. E. Alvermann (Eds.), Principled practices for adolescent literacy: A framework for instruction and policy (pp. 38-41). Mahwah, NJ: Lawrence Erlbaum.
• Li, G. (2006c). Navigating multiple roles and multiple discourses: A young Asian female scholar’s reflection on within-race-and-gender interactions. In G. Li & G. Beckett (Eds.). “Strangers” of the academy: Asian female scholars in higher education (pp. 118-133). Sterling, VA: Stylus Publishing.
• Li, G., & Beckett, G. (2006). Asian female scholars’ new stories of self: Re-constructing culture and identity in the academy. In G. Li & G. Beckett (Eds.), “Strangers” of the academy: Asian female scholars in higher education (pp. 1-11). Sterling, VA: Stylus Publishing.
• Li, G. (2004). Family literacy: Learning from an Asian family. In F. Boyd, C. Brock & M. Rozendal (Eds.), Multicultural and multilingual literacy and language practices (pp. 304-322). New York: Guilford Publication.