Selected Publications
Books
Forthcoming
Sun, Y., & Li, G. (Forthcoming). Transcending marginality: Asian women enacting critical language education for social justice.Part of the book series The Critical Approaches in Applied Linguistics (CRITAL). De Gruyter Mouton.
Gu, M. M., Lee, C. H. J., & Li, G. (Forthcoming), English language education in Asia: Perspectives of applied linguistics. Springer Nature.
Edwards, P., Compton-Lilly, C., & Li, G. (Forthcoming). International handbook of literacies in families and communities. UK: Edward Edgar Publishing.
Edwards, P., Compton-Lilly, C., & Li, G. (2025).
International handbook of literacies in families and communities. UK: Edward Edgar Publishing.
Downes, P., Li, G., Praag, L. V., & Lamb, S. (2024)
Li, G., & Edwards, P. (Eds., 2010).
Best practices in ELL instruction. New York: Guilford 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., Anderson, J., Hare, J., & McTavish, M. (2021).
Li, G. (2019).
Languages, identities, power and cross-cultural pedagogies in transnational literacy education (In Y. Sun’s series, Foreign Language Teacher Education and Development-Selected Works of Renowned TESOL Experts). Shanghai, China: Shanghai Foreign Language Education Press.
Ma, W., & Li, G. (Eds., 2016).
Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Li, G., & Zhong, L. J. (2015).
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] [in Chinese]. Beijing: Beijing University Press.
Li, G. (Ed., 2009). Multicultural families, home literacies, and mainstream schooling. Greenwich, CT: Information Age Publishing.
Li, G. (2008). Culturally contested literacies: America’s “rainbow underclass” and urban schools. New York: Routledge. (Winner of 2013 Ed Fry Book Award, Literacy Research Association, formerly NRC)
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
2026 and in press
Li, G., Mei, Z., Song, Y., Ferreira, J., & Yeung, H. H. (in press). Negotiating ethno-religious and multilingual identities: Arts-based literacies in a Canadian after-school program. In A. Zabrodskaja (Ed.), Multilingualism, mobility, and learning. John Benjamins Publishing Company.
Li, G., Chen, H., & Cheng, E. (in press). Language socialization and multilingualism in the family. In P. Romanowski and E. Lanza (Eds.,), The Routledge handbook of family language policy. Routledge.
Zhou, W., & Li, G. (in press).Reading strategies in CFL/CSL contexts: Empirical insights and research directions 2015-2025.In E. Ke et al., (Eds).Handbook on Chinese reading.
Li, G., & Qin, K. (In press). Empowering multilingual learners in the digital age: The interplay of language, identity, and agency. In V. Tavares (Ed.), Handbook of Language Education and Social Change. Routledge.
Bian, Y., Feng, R., & Li, G. (in press). Preparing interculturally competent and critically reflective language educators: collaborative online international learning (COIL) as a dialogic third space. In K. J. Fares and A. Warren (Eds.,) (Eds.,) Criticality, dialogism, and advocacy in online language teacher education. Bloomsbury.
Li, G., & Zhi, F. (in press). A Cantonese-Canadian family attitudes, practices, and emotions toward biliteracy and trilingualism: A longitudinal case study. In J. Liew and J. Gonzalez (Eds.), Family literacy and socioemotional development in Asian and Latinx families. Taylor & Francis.
Li, G., & Zhen, F. (in press). Gender and socioeconomic status in reading. In M. Teng (Ed.), Theories and methodologies of individual differences in reading. Routledge
Zheng, D., & Li, G. (in press). An abductive research paradigm for second language learner’s digital literacies. In J. Castek et al. (Eds), International handbook of research in digital literacies. Routledge.
Wang, D., & Li, G. (in press). 论加拿大作家阿特伍德的〈羚羊与秧鸡〉中的技术革新与未来主义叙事 (On technological innovation and futuristic narrative in Canadian writer Margaret Atwood’s Oryx and Crake). In M. Zhou (Ed.), 白鹿塬论丛 (Bailuyuan academic anthology). China Social Sciences Press
Li, G., & Sun, Y. (in press). Transcending marginality: Reimagining identities of transnational Asian women pracademic scholars in ELT. In R. Jain (Ed.), (Pr)academia (re)imagined: Duoethnographic explorations of liminal identities and critical practices in language education. Multilingual Matters.
Li, G., Shen, S., Lin, Z. (in press). Chinese heritage language teachers’ perceptions and practices of intracultural teaching in Canada: A survey study. In R. Valijärvi (Ed.), Perspectives on home, heritage, and community language education. Uppsala University Press.
Li, G., & Lin, Z. (in press). Embracing diversity, equity, and inclusion (DEI) in North American Chinese Classrooms. AILA Review
Marom, L., & Li, G. (in press). Teacher professionalism at a crossroad: Context, text, and consequences of recertification policies for internationally educated teachers in two Canadian provinces. Canadian Journal of Educational Administration and Policy
Li, G., & Zhou, W. (2026) 汉语二语教学中的阅读策略（2015-2025）：十年回顾与未来展望 [Reading strategies in teaching Chinese as a second language (2015–2025): A decade review and future prospects]. 语言战略研究 (Chinese Journal of Language Policy and Planning), 1(9), 88-101.
Sah, P., &
Li, G. (2026) Multilingual and English Language Education in South Asia: Historical and Future Perspective. In Chi-Kin Lee, J. (Eds) Handbook of Asian Educational Innovation towards the Futures of Education (pp. 1-20).
Springer International Handbooks of Education. Springer, Singapore.
https://doi.org/10.1007/978-981-96-3901-4_37-1Li, G., & Lin, Z. (2026) Supporting multilingual learners’ literacy learning in Canadian Classrooms: Teacher pedagogical perspectives and practices.
Educational Research for Policy and Practice,
https://doi.org/10.1007/s10671-026-09422-4
Li, G., Ferreira, J., Mei, Z., & Yeung, H. H. (2026) From monolingualism to plurilingualism: multimodal arts-based cultural probes as catalysts for linguistic justice in an afterschool literacy program.
The Reading Teacher,
http://dx.doi.org/10.1002/trtr.70045
Li, G. (2026) Teaching in a time of scarcity: Building reciprocal literacy practices with multilingual students.
Literacy Today, 56-57.
literacyworldwide.org
Li, G., Lin, Z., & Shen, S. (2026) Chinese heritage language teachers’ intracultural knowledge and practices: A multiple case study in Canada. In J. Yan and H. Huang (Eds), Teacher development in teaching Chinese as a second language (TCIL) (pp. 131-147). Taylor & Francis.
Qin, K., & Li, G. (2026) Antiracist teacher education for multilingual learners: Praxis, challenges, and future directions. In H. Hong & A. C. Da Silva Iddings (Eds.), Empowering multilingual learners: Innovative approaches to foster equity and inclusivity in teacher education (pp. 146-162). Routledge.
2025
Li, G., Ferreira, J., Ziwen, M., Inomoto, S., Ferreira, J., & Yeung, H. H. (2025) “I just only speak English English”: stakeholders’ language ideologies and multilingual children’s monolingual becoming,
Journal of Multilingual and Multicultural Development, DOI:
10.1080/01434632.2025.2552332 Li, G., Ferreira, J., Inomoto, S., Ziwen, M., & Yeung, H. H. (2025) Legitimizing superdiverse children’s “invisible” plurilingual and pluricultural assets: A design-based study in an after-school cultural-historical activity system.
Canadian Modern Language Review, 84(1), 299-325.
https://doi.org/10.3138/cmlr-04_guofang Georgiou, G., Peyton A., Antoniuk, A., Beach, P., Fraser A., Kirby, J. R., Klein, P.,
Li, G., Metsala, J., Mousavi, A., Nickel, J., Savage, R., & Joshi, R. M. (2025) Pre-service teachers’ knowledge of language and literacy concepts: The skeleton in Canada’s closet?
Annals of Dyslexia,
https://doi.org/10.1007/s11881-025-00351-0Qiu, T., &
Li, G. (2025) An intergenerational love letter to new East Asian transnational migrants: Towards a system of racial love,
The Journal of Multicultural Education, 1–11.
https://doi.org/10.1108/JME-07-2025-0144Li, G., Lin, Z., & Shen, S. (2025) Characterizing minority and heritage language education. In P. Romanowski (Ed.), Cambridge handbook of multilingual education. Cambridge University Press.
Li, G., Zhen, F., Lin, Z., & Gunderson, L. (2025). Home biliteracy environment and early bilingual vocabulary development among Chinese-Canadian Children: A longitudinal study. International Journal of Bilingual Education and Bilingualism， 10.1080/13670050.2025.2530213
Li, G., & Lin, Z. (2025). The emotional work of heritage language maintenance: Insights from a longitudinal study of Chinese–Canadian bilingual parenting.
Educational Sciences, 15(7), 816,
https://doi.org/10.3390/educsci15070816 Li, G., Mei, Z., Lin, Z., & Shen, S. (2025) 千家千律：全球视角下华语家庭语言政策研究 (Developments and Directions in Chinese Family Language Policy Research: A Global Perspective), 全球中文发展研究 （Journal of Global Research on Chinese Development）， 5， 120-144.
Li, G., Lin, Z., & Shen, S. (2025) Negotiating intracultural teaching in Canada: Chinese heritage language teachers’ cognition and practices， 全球中文发展研究 （Journal of Global Research on Chinese Development）， 4， 201-223
Li, G., & Fubiao Zhen (2025). Individual differences in reading development of bilingual children in early grades: Effects of gender and SES.
Reading in a Foreign Language, 37(2), 127-142.
https://hdl.handle.net/10125/67501 Li, G., Lin, Z., & Mei, Z. (2025). Language ideologies in glocal contexts: A longitudinal study of Cantonese-Canadian families’ divergent paths toward childhood bidialectalism,
Urban Education, 0(0).
https://doi.org/10.1177/00420859251331552 Li, G., Zhen, F., Gunderson, L., & Lin, Z. (2025). Reading development of Chinese-English bilingual early elementary children in Canada: Variations by student sociocultural characteristics.
Research in Preschool and Primary Education, 3(1), 115-133.
https://doi.org/10.55976/rppe.320251353115-133.
Li, G., Zhen, F., & Mei, Z. (2025). Digital devices use and Chinese-Canadian children’s English L2 learning: A mixed methods study.
Educational Sciences, 15(1), 48;
https://doi.org/10.3390/educsci15010048 Li, G., Yeung, H. H., Ferreira, J., Mei, Z., Inomoto, S., & Nelson, R. (2025) Now I've started to like reading [in English only]!”: Promises and pitfalls of a university-community-school partnership program for superdiverse students’ literacy motivation and engagement. For P. Edwards, C. Compton-Lilly, and G. Li (Eds), International Handbook of Literacies in Families and Communities. Edward Elgar Publishing.
2024
Li, G., Mei, Z., & Zhen, F. (2024) Friend or foe? Examining the impact of digital devices use on Chinese-Canadian children’s heritage language learning.
Digital Studies in Language and Literature.
https://doi.org/10.1515/dsll-2024-0022 Li, G., & Locher-Lo, C. (2024) Culture, language, and race: An AsianCrit perspective on newcomer Chinese transnational adolescents’ navigation of intersectional discourses in Canadian schools.
International Multilingualism Research Journal, DOI:
10.1080/19313152.2024.2335094 Li, G., & Bian, Y. (2024) Creating a dialogic online space for preparing critically reflective TESOL professionals. In F. Karam & A. Kibler (Eds.), Critical dialogic TESOL teacher education: Preparing future advocates and supporters of multilingual learners (183-204). Routledge.
Sah, P., &
Li, G. (2024) Toward linguistic justice and inclusion for multilingual learners: Implications of selective translanguaging in English-medium instruction classrooms.
Learning and Instruction, 72,
http://doi.org/10.1016/j.learninstruc.2024.101904Li, G., & Qin, K. (2024) Supporting and advocating for immigrant and refugee students and families in America’s urban schools: Educators’ agency and practices in everyday instruction.
Urban Education, 59(2), 600-628.
https://doi.org/10.1177/00420859221082671.
Downes, P., Li, G., Praag, L. V., and Lamb, S. (2024) Editors’ introduction: multi layered equitable inclusive systems: The emergence and expansion of a global framework to eliminate socioeconomic and sociocultural exclusion in education. In P. Downes, G. Li, L. Praag, & S. Lamb (Eds.). Handbook of promoting equity for inclusive systems and societies in education (pp. 1-16). New York: Routledge.
Downes, P., Li, G., Praag, L. V., and Lamb, S. (2024) Editors’ conclusion: key emerging conceptual movements to underpin the multilayered framework of equitable inclusive systems in education. In P. Downes, G. Li, L. Praag, & S. Lamb (Eds.). Handbook of promoting equity for inclusive systems and societies in education (pp. 521-543). New York: Routledge.
Li, G., & Moram, L. (2024) Framing and practicing equity, diversity, inclusion and decolonialization in inclusive education systems: Progress, Tensions, and Ways forward. In P. Downes, G. Li, L. Praag, & S. Lamb (Eds.). Handbook of promoting equity for inclusive systems and societies in education (pp. 19-34). New York: Routledge.
Sah, P., & Li, G. (2024) School as agency of language policy and social reproduction. In P. Downes, G. Li, L. Praag, & S. Lamb (Eds.). Handbook of promoting equity for inclusive systems and societies in education (pp. 219-231). New York: Routledge.
Inomoto, S., Sugihara, Y., & Li, G. (2024) Becoming Japanese (only) in transnational spaces and systems: A narrative inquiry of familial language ideology of Japanese-Vietnamese mixed-heritage students. In Paul Downes, Alirezi Behtoui, Lore van Praag, & Jim Anderson (Eds.), Promoting inclusive systems for migrants in education (pp. 124-140). London: Routledge.
Li, G., & Lin, Z. (2024) Toward an inclusive language education system in the age of superdiversity: Parents’ and teachers’ perspectives and practices of supporting bilingualism for Chinese-Canadian children. In Paul Downes, Alirezi Behtoui, Lore van Praag, & Jim Anderson (Eds.), Promoting inclusive systems for migrants in education (pp. 45-65). London: Routledge.
2023
Li, G., Lin, Z., Zhen, F., Gunderson, L., & Ji, X. R. (2023) Home as a gendered space for early biliteracy development: The case of Chinese-Canadian first graders.
Bilingual Research Journal,
https://doi.org/10.1080/15235882.2023.2258823 Li, G., & Shen, S. (2023) Early bidialectal maintenance among Chinese heritage learners in Canada: A family language policy perspective.
Researching and Teaching Chinese as a Foreign Language, 4(1), 49-72.
https://doi.org/10.1558/rtcfl.25190 Li, G., Zhen, F., Lin, Z., & Gunderson, L. (2023) Bilingual home literacy experiences and early biliteracy development among Chinese-Canadian first graders,
Educational Sciences, 13, 808.
https://doi.org/10.3390/educsci13080808 Sun, Z., & Li, G. (2023) Rethinking Chinese heritage language (CHL) teaching in translocal realities: Pedagogical adaptations and missed opportunities to bridge transcultural gaps in Canada. In R. Zaidi, U. Boz and E. Moreau (Eds.), Transcultural pedagogies for multilingual classrooms: Responding to changing realities in theory and practice. Bristol, UK: Multilingual Matters.
Jee, Y., & Li, G. (2023) Teaching EIL as a tool of social and ideological manipulation in South Korea: Does school and student socioeconomic status (SES) matter? In Ahmed Sahlane and Rosalind Pritchard (Eds.), Critical intercultural literacy and English as an international language education (Part V: Decolonising the ELF Curriculum Discourses, pp. 468-481). UK: Palgrave/Macmillan.
Li, G., & Zhen, L. (2023) In and out of the unknown: Lessons from immigrant families promoting multiliteracies during the COVID-19 pandemic. For special issue, Family Literacy, in
The Reading Teacher,
https://doi.org/10.1002/trtr.2184 Li, G., & Sun, Z. (2023) “COVID has brought us closer”: A proleptic approach to ESL teachers’ approaches to teaching ELLs in and after the pandemic. For special issue, Post-pandemic classroom literacies.
Language and Literacy, 25(1), 32–56.
https://doi.org/10.20360/langandlit29654
2022
Li, G. (2022) Foreword. In C. Compton-Lilly et al., Children in immigrant families becoming literate. New York: Routledge
Li, G., Sun, Z., Zhen, F., Ji, R.,
Gunderson, L. (2022) Home literacy environment and Chinese-Canadian first graders’ bilingual vocabulary profiles: A mixed methods analysis.
Sustainability, 14, 15788.
https://doi.org/10.3390/su142315788 Li, G., & Zhen, L. (2022) “Two schools, two languages”: Chinese-Canadian parents supporting dual online-offline learning and biliteracies during COVID-19 school closure. In K. Fox (Ed.),
Family Literacy Practices and Home School Connections: Perspectives from a Year at Home.
http://dx.doi.org/10.4018/978-1-6684-4569-3.ch010 Robertshaw, J., &
Li, G. (2022) “I had no idea what I was doing”: Case study of a secondary ELL teacher’s (mis)conceptualization of genre-approach to academic writing in Canada". In T. Hodges (Ed.),
Handbook of research on writing instruction practices for equitable and effective teaching (pp. 185-205). Hershey, PA: IGI-Global.
http://dx.doi.org/10.4018/978-1-6684-6213-3.ch010Li, G. (2022) Toward inclusive translanguaging in multilingual classrooms.
Teaching English as a Second Language Electronic Journal (TESL-EJ), 26(3),
https://doi.org/10.55593/ej.26103a23 Gong, Y., Lai, C., Gao, X.,
Li, G., Huang, Y., & Lin, L., (2022) Preservice teachers' cognition in teaching intercultural communicative competence: A study on Chinese as an additional language teachers in Hong Kong.
Frontier in Education,
https://doi.org/10.3389/fpsyg.2022.939516
Zhou, W., &
Li, G. (2022) Chinese dual-language bilingual education teachers’ pedagogical and languaging practices in the US.
Journal of Multilingual and Multicultural Development, 43(6), 569-583.
https://doi.org/10.1080/01434632.2021.1996582Ji, R.,
Li, G., &
Gunderson, L. (2022). Validation of the PPVT–5 for Chinese-English bilingual learners: Application of cross-classified mixed effects model.
Research Methods in Applied Linguistics,1(2), 1-11.
https://doi.org/10.1016/j.rmal.2022.100013Bin, A., Li, X., &
Li, G. (2022) When city meets rural: Exploring pre-service teachers’ identity construction when teaching in rural schools,
SAGE Open, 12(1), 1-10.
https://doi.org/10.1177/21582440221079910Li, G., Yin. X., & Ji, X. R. (2022) Early bilingual vocabulary development among minority preschoolers in Xinjiang, China: The case of Uyghur and Kazak children. Chinese Journal of Applied Linguistics (CJAL), 1-18.
Li, G., & Qin, K. (2022). Supporting and advocating for immigrant and refugee students and families in America’s inner city: Urban educators’ agency and practices in everyday instruction.
Urban Education, 0(0), 1-29.
https://doi.org/10.1177/00420859221082671 Brunner, L., & Li, G. (2022) ‘Canadian ‘edugration’ and capital: the conflicting aims of university admission and immigration selection criteria. In Antje Ellermann, Matthew Wright and Gaoheng Zhang (eds.), UBC Centre for Migration Studies, Working Paper Series.
Li, G. (2022) Tales of diversity within diversity: Urban educators’ narratives of working immigrant and refugee students and families in unsettling times. In H. Hong, P. C. Doran, and Y. Zheng (Eds.), Using reflective narrative to prepare teacher for English learners, families, and communities. New York: Springer.
2021
Fincham, N., &
Li, G. (2021) Online English learners’ metacognitive knowledge development about writing: Implications for second language writing pedagogy,
Educational Innovations and Emerging Technologies, 1(1),
https://www.iikii.com.sg/journal/EIETLi, G., & Jee, Y. (2021) Pan-diversity integration as an equity trap: Lessons from pre-service teachers’ experiences of preparation for teaching English language learners in the U.S.
Teachers College Record, 123(12),
https://www.tcrecord.org/Content.asp?ContentId=23899 Li, G., Gunderson, L., Sun, Z., & Lin, Z. (2021) Early Chinese heritage language learning in Canada: A Study of Mandarin- and Cantonese-speaking children’s receptive vocabulary attainment.
System. DOI:
https://doi.org/10.1016/j.system.2021.102636 Li, G., & Gao, H. (2021) An equity perspective on Chinese (CSOL) teacher preparation for global contexts: Domestic and international pre-service teachers’ experiences. Beijing International Review of Education, 3, 464-488.
Li, G., Gunderson, L., Lin, Z., Sun, Z. (2021) Mandarin- and Cantonese-speaking bilingual children’s English vocabulary and oral language development in Canada: Implications for instruction in the early years . The European Journal of Applied Linguistics and TEFL, 10(2), 125-152.
Li, G. (2021) Terminating the intersectional harm of triple pandemics for Asians: An educational imperative. Educational Research and Development Journal (special issue on Dismantling Systems of Racism against Asians and Asian-Americans), 24(1), 21-28.
Zhen, L., & Li, G. (2021) Rethinking the child and childhood: A posthumanism perspective on early literacy. Journal of Childhood, Education & Society, 2(1), 69-86. DOI: 10.37291/2717638X.20212169
Li, G., Grâce, R.D., Sun, Z., Haslip, M., Burchell, D., Dexter, J.R., Chen, X. (2021)
Promoting Second Language Learning during the COVID-19 Pandemic: Parents’ and Teachers’ Coping Strategies. RSC COVID-19 Series, Publication #71. Royal Society of Canada.
Jee, Y., & Li, G. (2021) The ideologies of English as a foreign language (EFL) educational policy in Korea: The case in teacher recruitment and pre-service teacher education. In Raza et al., (Eds.), Policy development in TESOL and multilingualism: Past, present and the way forward (pp. 119-133). New York: Springer Nature.
Fang, Z., & Li, G. (2021) Writing in school science for EAL students: Linguistic challenges and pedagogical response. In A. Golden, L. A. Kulbrandstad, and L. J. Zhang (Eds.), Crossing literacy borders: Writing and evaluating texts (pp. 64-83). UK: Multilingual Matters.
Li, G., & Bian, Y. (2021) Preparing all teachers for ELLs? Teacher educators’ voices and praxis. In E. Rui and I. Lee (Eds.), Becoming and being a TESOL teacher educator: Research and practice (pp. 145-164). New York: Routledge.
Li, G., Yan, C., & Wang, Q. (2021) English as an additional language (EAL) education and the preparation of EAL teachers in China. In Nihat Polat, Laura Mahalingappa, & Hayriye Kayi-Aydar (Eds.), Preparation of teachers of English as an additional language (EAL) around the world: Research, policy, curriculum, and practice. UK: Multilingual Matters.
2020
Sah, P., & Li, G. (2020) Translanguaging or unequal languaging? Unfolding the plurilingual discourse of English medium instruction (EMI) in Nepal’s public schools. International Journal of Bilingual Education and Bilingualism, https://doi.org/10.1080/13670050.2020.1849011
Yin, X., & Li, G. (2020) Language solidarity, vitality and status: Sibe family language attitudes in North-western China. Current Issues in Language Planning, DOI: 10.1080/14664208.2020.1785751
Li, G. (2020) 国际化和本地化枢纽中海外华裔学生教育的核心问题和新兴趋势 (Chinese heritage students’ education in the global-local nexus: Core issues and emerging trends), 西南交通大学学报（社会科学版）（Journal of Southwestern Jiaotong University (Social Sciences), 21(3), 30-45.
Zhu, G., Rice, M., Li, G., & Zhu, J. (2020) EFL Student Teachers’ Professional Identity Construction: A Study of Student-Generated Metaphors Before and After Student Teaching. Journal of Language, Identity, and Education, DOI: 10.1080/15348458.2020.1777872
Qin, K., & Li, G. (2020) Understanding immigrant youths’ negotiation of racialized masculinities in one U.S. high school. Special issue on Gender in Language Education: Critical Cultural Perspectives, Sexuality and Culture, 24,1046–1063.
2019
Li, G. (2019). Resource diversity in Asian immigrants and refugees: Implications for language arts instruction. Language Arts, 96(6), 370-383.
Yin, X., & Li, G. (2019). 锡箔家庭语言态度的代际差异研究【 Family language attitudes of the Sibe (Xibo) ethnic group in Xinjiang, Northwestern of China】, 语言战略研究 （Chinese Journal of Language Policy and Planning)， 4（2），31-41.
Gibb, B., Li, G., Schwartz, T. (2020) Improving ELLs’ scientific writing through co-teaching: Collaboration between ESL and science teachers in a secondary school in Canada. In M. Dover and A. Honigfeld (Eds.), Co-teaching for English learners: Evidence-based practices and research-informed outcomes. Greenwich, CT: Information Age Publishing.
Li, G., Bian, Y., & Martinez, J. M. (2019) Learning to teach English Language Learners as “a side note”: TESOL pre-service teachers’ perspectives of their professional preparation. In S. Keengwe and Grace Onchwari (Eds.), Handbook of research on assessment practices and pedagogical models for immigrant students. Hershey, PA: IGI Global.
Fincham, N., & Li, G. (2019) Metacognitive knowledge and EFL Learning in web-based distance learning context: A multiple case study. In S. Keengwe (Ed.), Handbook of research on cross-cultural online learning in higher education. Hershey, PA: IGI Global.
Li, G., & Sun, Z. (2019) Asian immigrant family school relationships and literacy learning. In S. Sheldon et al., (Eds.), Handbook of Family, School, Community Partnerships in Education.
Li, G., Sun, Z., & Li, H. Y. (2019). Metalinguistic transfer: Exploring cross-language facilitation of literacy skills among Chinese-English bilingual children. In L. Moll (Ed.), Oxford Research Encyclopedia of Education (OREE), Oxford: Oxford University Press.
Li, G., & Sah, P. (2020) Critical pedagogy for preservice teacher education: An agenda for a plurilingual reality. In S. Steinberg et al., (Eds.), Handbook of critical pedagogy (pp. 884-898). New York: SAGE.
Li, G., & Sah, P. (2019). Immigrant language policies and programs in an era of Change: Promises, contradictions, and possibilities. In S. Nawyn & S. Gold (Eds.), International handbook of migration studies (2nd ed.). New York: Routledge.
2018
Deng, L., Zhu, G., Li, G., Rutter, A., & Rivera, H. (2018) Student teachers' emotions, dilemmas, and professional identity formation amid the teaching practicums. The Asia-Pacific Education Researcher, 6(26), 1-13.
Li, G. (2018) Divergent paths, same destiny: A Bourdieusian perspective on refugee families’ transitional experiences with urban schooling. European Journal of Education, 0(0), 1-12.
Li, G., Anderson, J., Carr, W., & Hare, J. (2018). Supporting teachers with diversity-plus competencies for working with culturally, linguistically, and racially diverse students, families and communities [Special issue]. Journal of Family Diversity Education, 3(1), 1-91.
Li, G., Jee, Y., & Sun, Z. (2018). Technology as an educational equalizer for EFL learning in rural China? Evidence from the impact of technology-assisted practices on teacher-student interaction in primary classrooms. Language and Literacy, 20(3), 159-184.
Sah, P., & Li, G. (2018). English medium instruction (EMI) as linguistic capital in Nepal: Promises and realities. International Multilingual Research Journal, 12(2), 1-15.
Li, G. (2018) Foreword. In A. Lazar and P. Schmidt (Eds.,), Schools of promise for multilingual students. NY: Teachers College Press.
Li, G., Bian, Y., Martinez-Hinestroza, J., (2018). “I don't have the resources to learn, or… the time to do that”: Teacher educators’ perspectives and practices of preparing pre-service teachers for English language learners. In A. E. Lopez & E. L. Olan (Eds.), Transformative pedagogies for teacher education: Moving towards critical praxis in an era of change. Greenwich, CT: Information Age Publishing.
Li, G., & Sah, P. (2018). Programs, policies, and processes for immigrants’ host language acquisition: An international review. In S. Nawyn & S. Gold (Eds.), International handbook of migration studies (2nd ed.). New York: Routledge.
Gibb, B., & Li, G. (2018). From words to thematic text analysis: Collocation activities as academic vocabulary building strategies in the middle school ELA classroom. In L. C. de Oliveira, K. Obenchain, R. Kenney, & A. Oliveira (Eds.), Approaches to teaching the content areas to English language learners in secondary schools. New York: Springer.
Li, G. (2018). Moving toward a diversity plus teacher education: Approaches, challenges, and possibilities in preparing teachers for English language learners. In A. Polly (Ed), Handbook of research on analyzing practices for teacher preparation and licensure. Hershey, PA: IGI Global.
Li, G. (2018). Foreword. In X. Liu and W. Ma (Eds), Confucianism reconsidered: Insights for American and Chinese education in the 21st century. New York: Routledge.
Li, G., & Fincham, N. (2018). Intensive English language programs. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), TESOL Encyclopedia of English Language Teaching. Wiley Publications.
Li, G., & Zhou, W. (2018). Authentic materials in EIL. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.), The TESOL Encyclopedia of English Language Teaching. Wiley Publications.
Li, G., & Huh, S. (2018). Implicit curriculum in EIL. In J. I. Liontas, T. International Association and M. DelliCarpini (Eds.),
The TESOL Encyclopedia of English Language Teaching (online). Wiley Publications. doi:
10.1002/9781118784235.eelt0822 Sun, Z., &
Li, G. (2018). Language acquisition in the home. In T. Shakelford and V. Weekes-Shakelford (Eds.),
Encyclopedia of Evolutionary Psychological Science (pp. 1-5). New York: Springer. DOI:
https://doi.org/10.1007/978-3-319-16999-62017
Yin, X., & Li, G. (2017). 国外家庭语言规划研究综述：2000-2016 （An overview of international research on family language policy：2000-2016). 语言战略研究 （Chinese Journal of Language Policy and Planning), 2(2), 58-68.
Li, G., & Sun, Z. (2017). 加拿大华人家庭语言政策类型及成因 （Chinese immigrants’ family language policies in Canada）， 语言战略研究 （Chinese Journal of Language Policy and Planning），2(2), 46-56.
Li, G. (2017). From absence to affordances: Integrating “old” and new” literacies in school-based instruction for English learners. Journal of Adolescent & Adult Literacy, 61(3), 241-246.
Zhou, W., & Li, G. (2017). The effects of shared singing instruction on Chinese immersion kindergarteners’ spoken vocabulary recall and retention. Frontier of Education in China, 12(1), 29-51.
Li, G. (2017). Preparing culturally and linguistically competent teachers for EIL education. TESOL Journal, 8(2), 250-276.
Li, G., Hinojosa, D., Wexler, L., Martinez-Hinestroza, J., & Bian, Y. (2017). Using multimodal modules to address pre-service teachers’ knowledge gap in learning to teach English language learners.
The Tapestry Journal, 8(1), Available at:
http://stars.library.ucf.edu/tapestry/vol8/iss1/2 Li, G. (2017). Reading “the word” and “the world”: Promoting learner agency through an engagement model of literacy instruction. English Language Learning ［英语学习（教师版)], 2, 24-34.
Li, G. (2017). International Chinese teachers training: Challenges and future developments. In J. Wu et al., (Ed.), Proceedings of International Symposium on Cultivating Chinese Talents in Southeast Asia under the One Belt One Road Initiative (pp. 88-96). Guangzhou, China.
Li, G., & Ma, W. (2017). Chinese-heritage learners de/re-territorializing transnational social field: Identities, conflicts, and possibilities. In G. Li and W. Ma (Eds.), Educating Chinese-heritage students in the global-local nexus: Achievement, challenges, and opportunities. New York: Routledge.
Ma, W., & Li, G. (2017). Introduction: Understanding Chinese-heritage learners’ lived educational experiences in the global-local nexus: languages, cultures, and identities. In G. Li and W. Ma (Eds.), Educating Chinese-heritage students in the global-local nexus: Achievement, challenges, and opportunities. New York: Routledge.
2016
Li, G. (2016). 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 (pp. 103–122). New York: Routledge.
Wen, M., & Li, G. (2016). Conclusion: Looking beyond the stereotypes and moving forward: Cultivating the hearts and minds of Chinese-heritage learners. In W. Ma, & G. Li (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Li, G., & Ma, W. (2016). Introduction: Understanding “difference within differences” in Chinese-heritage students’ educational experiences across school, home and community contexts. In W. Ma, & G. Li (Eds.), Chinese-heritage students in North American schools: Understanding hearts and minds beyond test scores. New York: Routledge.
Wen, K., & Li, G. (2016). Chinese students' heritage language learning in the United States: Issues and Challenges. 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. (2016). Foreword: Who should be concerned about Asian American stereotypes in textbooks, and why? In H. Nicholas & D. Scott (Eds.), Asian/American Curricular Epistemicide: From being excluded to becoming a model minority (pp xi-xiv). Rotterdam: Sense Publishers.
Li, G. (2016). Foreword: Dispelling the myths about metacognitive reading strategies instruction. In K. Mokhtari (Ed.), Improving reading comprehension through metacognitive reading strategies instruction (pp. ix–xii). New York: Roman & Littlefield Publishers.
2015
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, 49, 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., & Wen, K. (2015). East Asian heritage language education in the United States: Practices, potholes, and possibilities. International Multilingual Research Journal, 9(4), 274–290.
Zhou, W., & Li, G. (2015). 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 (pp. 159-183). Hershey, PA: IGI Global.
Zhou, W., & Li, G. (2015). 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 (pp. 211-230). New York: Springer.
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 (pp. 165-178). 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 (pp. 61-67). 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.), Immigration and schooling: Re-defining 21st century America (pp. 109-124). Greenwich, CT: Information Age Publishing, Inc.
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 & D. Hiatt-Michael (Eds.), The power of community engagement for educational change (pp. 165–178). Greenwich, CT: Information Age Publishing.
Zhou, W., & Li, G. (2015). Chinese language teachers’ pedagogical adjustment and classroom management in cross-cultural contexts. In J. Ruan, J. Zhang, & C. Leung (Eds.), Perspectives on Chinese as a foreign language education (pp. 211–230). New York: Springer.
Zhou, W., & Li, G. (2015). 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 (pp. 159–183). Hershey, PA: IGI Global.
Li, G. (2015). Best approaches to literacy instruction to English language learners: Cultural conflicts and compromises. In T. H. Some & P. Orelus (Ed.), Immigration and schooling: Re-defining 21st century America (pp. 109–124). Greenwich, CT: Information Age Publishing, Inc.
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 (pp. 61–67). New York: SAGE.
Li, G. (2015). Low-SES ELLs’ new literacies outside school: Attitudes, access, and agency. In P. Schmidt & A. Lazar (Eds.), Reconceptualizing literacy in the new age of multiculturalism and pluralism (2nd ed., pp. 255–272). Greenwich, CT: Information Age Publishing.
Newspaper and Newsletter Articles
Li, G. (2018, May 6). Teaching English with a different mindset: From EFL to EIL. Nepal English Language Teachers’ Association (NELTA) ELT Forum. Available at https://neltaeltforum.wordpress.com/2018/05/06/teaching-english-with-a-different-mindset-from-efl-to-eil/
Li, G. (2017). Immigrant children’s play can clash with mainstream culture. The Conversation (https://theconversation.com/ca/education)
Li, G. & Zhong, L. (2015). 0-5岁教育的六项主张 (Six tips for early literacy education for kids 0-5)。美国世界日报教育特刊 （The World Journal Special Issue on Education )，pp. 92-94.
Li, G. (2015). Preparing pre-service teachers to teach English language learners: Issues and perspectives. Advancing the Conversation, for Second Language Research SIG, AERA, Spring 2015.
