Guofang Li
Affiliations: | Educational Psychology and Educational Technology - Doctor of Philosophy | Michigan State University, East Lansing, MI |
Area:
Foreign Language Education, Early Childhood EducationGoogle:
"Guofang Li"
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Publications
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| Li G, Sun Z, Jee Y. (2019) The more technology the better? A comparison of teacher-student interaction in high and low technology use elementary EFL classrooms in China System. 84: 24-40 |
| 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: 159-184 |
| 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: 241-246 |
| Li G, Wen K. (2015) East Asian Heritage Language Education for a Plurilingual Reality in the United States: Practices, Potholes, and Possibilities International Multilingual Research Journal. 9: 274-290 |
| 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. (2012) Literacy Engagement Through Online and Offline Communities Outside School: English Language Learners' Development as Readers and Writers Theory Into Practice. 51: 312-318 |
| Li G, Ni X. (2011) Primary EFL teachers' technology use in China: Patterns and perceptions Relc Journal. 42: 69-85 |
| 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: 140-165 |
| 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: 21-36 |
| Li G. (2006) Biliteracy and trilingual practices in the home context: Case studies of Chinese-Canadian children Journal of Early Childhood Literacy. 6: 355-381 |