Publications & Presentations

Refereed Journal Publications (N=17)
  1. Li, G., & Lin, Z. (in press). Embracing equity, diversity, and inclusion (EDI) in North American Chinese classrooms. AILA Review Special Issue: Diversity, Equity, Inclusion, and Sustainability (DEIS) in Language Education.
  2. Li, G., & Lin, Z. (in press). Supporting multilingual learners’ literacy learning in Canadian classrooms: Teacher pedagogical perspectives and practices. Educational Research for Policy and Practice.
  3. Li, G., Zhen, F., Gunderson, L., & Lin, Z. (2026). Home literacy environment and early bilingual vocabulary development among Chinese–Canadian children: A longitudinal study. International Journal of Bilingual Education and Bilingualism, 29(2), 219–241. https://doi.org/10.1080/13670050.2025.2530213
  4. 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
  5. Li, G., Gunderson, L., Zhen, F., & Lin, Z. (2025). Reading development of Chinese-English bilingual early elementary children: Variations by student sociocultural characteristics during COVID-19 in Canada. Research on Preschool and Primary Education, 3(1), 115-133. DOI: https://doi.org/10.55976/rppe.320251353115-133
  6. 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 [Thousand families, thousand policies: Researching Chinese immigrant families’ family language policy in the global nexus]. 全球中文发展研究 [Journal of Global Chinese Language Development], 5, 120-145.
  7. 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 (Special Issue: Interrogating Language Ideologies: Critical Perspectives on Racial Equity in Multilingual Teaching and Learning). https://doi.org/10.1177/00420859251331552
  8. Li, G., Lin, Z., & Shen, S. (2025). 加拿大汉语继承语教师对内文化差异教学的认知和实践 [Negotiating intracultural teaching in Canada: Chinese heritage language teachers’ cognition and practices]. 全球中文发展研究 [Journal of Global Chinese Language Development], 4, 201-223.
  9. Li, G., Lin, Z., Ji, X. R., Gunderson, L., & Zhen, F. (2024). Home as a gendered space for early biliteracy development: The case of Chinese-Canadian first graders. Authorea. DOI: 10.22541/au.170663531.10741934/v1
  10. Li, G., & Lin, Z. (2023). In and out of the unknown: Lessons from Immigrant families promoting multiliteracies during the COVID-19 pandemic. The Reading Teacher, 76(5), 570-577. http://dx.doi.org/10.1002/trtr.2184
  11. Li, G., Lin, Z., Zhen, F., Gunderson, L., & Ji, X. R. (2023). Home literacy environment and early biliteracy engagement and attainment: A gendered perspective. Bilingual Research Journal, 46(3-4), 258-274. https://doi.org/10.1080/15235882.2023.2258823
  12. Li, G., Zhen, F., Lin, Z., & Gunderson, L. (2023). Bilingual home literacy experiences and early biliteracy development among Chinese-Canadian first graders. Education Sciences, 13(808), 1-16. https://doi.org/10.3390/educsci13080808
  13. Lin, Z., & Li, G. (2021). A posthuman perspective on early literacy: A literature review. Journal of Childhood, Education, and Society, 2(1), 69-86. https://doi.org/10.37291/2717638X.20212169
  14. Li, G., Gunderson, L., Lin, Z., & Sun, Z. (2021). The English vocabulary and language development of Mandarin- and Cantonese-speaking bilingual children in Canada: Implications for instruction. European Journal of Applied Linguistics and TEFL [Special Issue], 10(2), 125-152.
  15. 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, 103 (2), 1-13. https://doi.org/10.1016/j.system.2021.102636
  16. Zhang, Z., Nagle, J., McKishnie, B., Lin, Z., & Li, W. (2018). Scientific strengths and reported effectiveness: A systematic review of multiliteracies. Pedagogies: An International Journal, 14(1), 33-61. DOI: 10.1080/1554480X.2018.1537188
  17. Lin, Z. (2013). Translation and analysis of the official document “The Development Program of China’s Educational Informationalization (2001-2010)”. Translation and Teaching, 5, 39-66.
Refereed Book Chapters (N=8)
  1. Li, G., Lin, Z., & Shen, S. (In press). Negotiating intracultural teaching in Canada: Chinese heritage language teachers’ cognition and practices (Part III-The sociocultural aspects of TCIL teacher development). In J. Yan, H. Huang, & L. H. Cheung (Eds.), Teacher education in teaching Chinese as an international language (TCIL). Routledge.
  2. Li, G., Shen, S., & Lin, Z. (In press). Chinese heritage language teachers’ intracultural awareness and practices in Canada: A survey study. In R. Valijärvi (Ed.), Perspectives on home, heritage, and community language education (Ed. Vol). Uppsala University Press.
  3. Li, G., Lin, Z., & Shen, S. (2025). Chapter 5: Characterizing minority and heritage language education. In P. Romanowski (Ed.), The Cambridge handbook of multilingual education [Series: Cambridge Handbooks in Language and Linguistics](pp. 73-98). Cambridge University Press.
  4. 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 P. Downes, A. Behtoui, L. van Praag, & J. Anderson (Eds.), Promoting Inclusive Systems for Migrants in Education. Routledge.
  5. Li, G., & Lin, Z. (2022). Chapter 10: “Two schools, two languages”: Chinese-Canadian parents supporting dual online-offline learning and biliteracies during COVID-19. In K. Fox, & L. Szech (Eds.), Family Literacy Practices and Home School Connections: Perspectives From a Year at Home (pp. 159-175). IGI Global.
  6. Zhang, Z., Chen, L., & Lin, Z. (2021). Embodied identity making and bilingual digital storytelling in a virtual space. In J. Zajda & S. Majhanovich (Eds.), Globalization, cultural identity and nation-building: The changing paradigms (pp. 87-105). Dordrecht, The Netherlands: Springer.
  7. Zhang, Z., Lin, Z., & Chen, L. (2021). Bilingualism and Multilingualism on secondary education. In R. Heydon, & Tatto, M. T. (Eds.), Bilingualism and multilingualism for the secondary education (Vol. Canada). London, England: Bloomsbury Publishing Plc. DOI: 10.5040/9781350993716.005
  8. Zhang, Z. & Lin, Z. (2019). Globalization in higher education. In R. Heydon & W. J. Jacob (Eds.), Higher education (Vol. Canada). Bloomsbury Education and Childhood Studies. London, England: Bloomsbury Publishing Plc. DOI: 10.5040/9781474209496.0001
Non-Refereed Publications (N=4)
  1. Lin, Z. (2025). Rethinking resources: A more-than-human reconceptualization of Chinese-Canadian children’s heritage language practices at home [Doctoral Dissertation]. The University of British Columbia. https://dx.doi.org/10.14288/1.0451251
  2. Lin, Z. (2021). Book Review [Review of the book Educating Chinese-heritage students in the global-local nexus: Identities, challenges, and opportunities, edited by G., Li & W. Ma]. Journal of Family Diversity in Education, 4(1), 91-94. DOI: https://doi.org/10.53956/jfde.2021.148
  3. Lin, Z. (2017). Reconceptualizing the nature of resources in multimodal literacy: The case of young children’s meaning making in an intergenerational art class [Master Thesis]. Western University.
  4. Lin, Z. (2015). Teaching Chinese characters to CSL learners with perspectives on the structure evolution of Chinese characters and Multimodality [Master Thesis]. Qufu Normal University.
Refereed Conference Presentations (N=31)
  1. Kowkabi, N., Ross, A., Zhuravleva, A., & Lin, Z. (2026). Beyond detection: Affordances and challenges of GenAI for L2 writing [Poster Presentation]. 2026 Canadian Association of Applied Linguistics (ACLA) Conference, Edmonton, Alberta, Canada.
  2. Li, G., Zhen, F., & Lin, Z. (2025). Home biliteracy environment and bilingual vocabulary development among early elementary Chinese-Canadian children: A cross-sectional analysis [Paper presentation: Vocabulary learning across diverse contexts and sites: Recent innovation methods of study]. 2025 AERA Annual Conference, Denver, CO, the U.S.
  3. Li, G., & Lin, Z. (2025). “He can’t understand our worries”: Chinese-Canadian parents’ emotions and emotional labour in heritage language maintenance [Paper presentation: Home, school, and communities: Promoting language and literacy development]. 2025 AERA Annual Conference, Denver, CO, the U.S.
  4. Li, G., & Lin, Z. (2025). A battle with language, a battle with emotions: Chinese-immigrant parents’ double emotional labour in heritage language maintenance [Multipaper presentation]. 2025 CSSE Conference, Toronto, Ontario, Canada.
  5. Kowkabi, N., Ross, A., Zhuravleva, A., & Lin, Z. (2025). Lesson taught, lesson learned: Reflections on how GenAI is (re)shaping teaching for L2 writing [Paper presentation]. The Language and Literacy Researchers of Canada (LLRC) Pre-conference, the Canadian Society for the Study of Education (CSSE) 2025 Annual Conference, Toronto, Ontario, Canada.
  6. Li, G., Lin, Z., & Mei, Z. (2024). Changing contexts, changing language attitudes: A longitudinal study of Cantonese-Canadian families’ divergent paths toward childhood bidialectalism in Vancouver [Paper presentation: Transnational literacies: Navigating race, language, and religion]. 74th Annual LRA Conference 2024, Atlanta, GA, the U.S.
  7. Li, G., Lin, Z., & Shen, S. (2024). Intracultural awareness and practices: A mixed-method study of Chinese heritage language teachers in Canada [Paper presentation: Cultural insights and motivations in Chinese heritage and language education]. 74th Annual LRA Conference 2024, Atlanta, GA, the U.S.
  8. Li, G., Lin, Z., & Shen, S. (2024). Negotiating intracultural teaching in Canada: Chinese heritage language teachers’ cognition and practices [Paper presentation]. 2024 AERA Annual Conference, Philadelphia, PA, the U.S.
  9. Li, G., Lin, Z., & Mei, Z. (2024). Language ideologies in glocal contexts: A longitudinal study of Cantonese-Canadian families’ divergent paths toward childhood bidialectalism [Paper presentation]. 2024 AERA Annual Conference, Philadelphia, PA, the U.S.
  10. Li, G., Lin, Z., & Mei, Z. (2024). Changing contexts, changing language attitudes: A longitudinal study of Cantonese-Canadian families' divergent paths toward childhood bidialectalism in Vancouver [Multipaper presentation]. Canadian Society of the Study of Education (CSSE) 2024 Annual Conference, McGill University, Montréal, Québec, Canada.
  11. Li, G., Lin, Z., & Shen, S. (2024). Negotiating intracultural teaching in Canada: Chinese heritage language teachers’ cognition and practices [Multipaper presentation]. Canadian Society of the Study of Education (CSSE) 2024 Annual Conference, McGill University, Montréal, Québec, Canada.
  12. Li, G., Lin, Z., Zhen, F., & Gunderson, L. (2023). Beyond the model minority stereotypes: A multilevel analysis Chinese-English bilinguals’ early English reading development during COVID-19. 73rd Annual LRA Conference 2023, Atlanta, GA, the U.S.
  13. Li, G., Lin, Z., Ji, X. R., & Gunderson, L. (2023). Home as a gendered space for Chinese-Canadian students’ early bilingual vocabulary development [Individual paper for presentation]. 2023 AAAL Conference, Portland, OR, the U.S.
  14. Li, G., & Lin, Z. (2023). Chinese-Canadian parents supporting dual online-offline learning and early biliteracy during COVID-19 school closures [Paper presentation]. 2023 AERA Annual Conference, Chicago, IL, the U.S.
  15. Li, G., Lin, Z., & Zhen, F. (2023). Impact of home literacy environment changes through the pandemic on Chinese-Canadian children’s early biliteracy development [CAREC, Multipaper presentation]. Canadian Society of the Study of Education (CSSE) 2023 Annual Conference, York University, Toronto, ON, Canada.
  16. Gunderson, L., Li, G., Zhen, F., & Lin, Z. (2023). An exploration of the mystery of differences in achievement between Mandarin- and Cantonese-speaking students [LLRC, Multipaper presentation]. Canadian Society of the Study of Education (CSSE) 2023 Annual Conference, York University, Toronto, ON, Canada.
  17. Li, G., Zhen, F., Lin, Z., & Gunderson, L. (2023). The impact of COVID-19 on early English reading development of Chinese-English bilinguals: A longitudinal analysis. [LLRC, Multipaper presentation]. Canadian Society of the Study of Education (CSSE) 2023 Annual Conference, York University, Toronto, ON, Canada.
  18. Li, G., & Lin, Z. (2022). Breaking boundaries of school and home for bilingual education for linguistically and culturally diverse children: Lessons from parents’ and teachers’ perspectives and practices in Canada. 72nd LRA Annual Conference 2022, Phoenix, AZ, the U.S.
  19. Li, G., & Lin, Z. (2022). Unpacking Chinese-English bilingual vocabulary knowledge gaps among Chinese-Canadian first graders: A Mixed-Methods Approach. [Paper presentation: Vocabulary Knowledge and Pedagogy with Multilingual Learners]. 72nd LRA Annual Conference 2022, Phoenix, AZ, the U.S.
  20. Lin, Z. (2022). Chinese-Canadian parents supporting biliteracies and online-offline learning during the COVID-19 [Seminar presentation D10]. 24th Metropolis Canada Conference, Vancouver, BC, Canada.
  21. Li, G., Lin, Z., Ji, R., Sun, Z., & Gunderson, L. (2022). Exploring home factors that shape gender differences in Chinese-immigrant primary schoolers’ bilingual vocabulary development in Canada [Poster presentation]. 2022 AERA Annual Conference, San Diego, CA, the U.S. and Virtual.
  22. Li, G., Lin, Z., Ji, R., Sun, Z., & Gunderson, L. (2022). Exploring home factors that shape gender differences in Chinese-Canadian children’s early bilingual lexical growth [Paper presentation]. Canadian Society of the Study of Education (CSSE) 2022 Annual Conference, Online.
  23. Zhang, Z., Chen, L., & Lin, Z. (2021). Embodied identity making: Bilingual digital storytelling in virtual spaces [Paper presentation]. The 2021 Virtual Conference of the AERA, Online.
  24. Li, G., Gunderson, L., Sun, Z., & Lin, Z. (2021). Early biliteracy learning in Canada: A study of Mandarin and Cantonese-speaking children’s receptive vocabulary attainment [Paper presentation]. The 2021 Virtual Conference of the AERA, Online.
  25. Li, G., Gunderson, L., Lin, Z., & Sun, Z. (2021). Mandarin- and Cantonese-speaking immigrant children’s early oral language and literacy development in Canada [Paper presentation]. The 2021 Virtual Conference of the AAAL, Online.
  26. 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 [Paper presentation]. Canadian Society of the Study of Education (CSSE) 2021 Annual Virtual Conference, Online.
  27. 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 [Paper presentation]. Canadian Society of the Study of Education (CSSE) 2021 Annual Virtual Conference, Online.
  28. Lin, Z. (2020). Rethinking the conceptions of literacy practices and resources for Chinese-heritage young children’s literacy development and identity construction from a more-than-human perspective: A case study. Paper submitted and accepted by Canadian Association of Applied Linguistics (CAAL) ACLA-CAAL 2020 Conference, London, ON, Canada.
  29. Lin, Z., Heydon, R., & Zhang, Z. (2018). Children’s resources for meaning-making in an intergenerational art class [Paper presentation]. The United Kingdom Literacy Association (UKLA) 54th International Conference, Cardiff, UK.
  30. Lin, Z., Heydon, R., & Zhang, Z. (2018). A case study on resources for young children’s meaning-making in an intergenerational art class. Paper submitted and accepted by Language and Literacy Researchers of Canada (LLRC) Preconference of the Canadian Society for the Study of Education (CSSE) 2018 Annual Conference, Regina, Saskatchewan, Canada.
  31. Lin, Z. (2017). A case study on the Grade 3 Dictionary Project of a service club in a large southwestern Ontario [Paper presentation]. The Language and Literacy Researchers of Canada (LLRC) Pre-conference, the Canadian Society for the Study of Education (CSSE) 2017 Annual Conference, Toronto, Ontario, Canada.
Non-Refereed Conference Presentations (N=1)
  1. Li, G., & Lin, Z. (2022). Promoting multilingualism during and beyond the Pandemic: Lessons from Chinese households in Vancouver. DECODA Literacy Conference 2022, Richmond, BC, Canada.