Jingzi Huang, Ph.D.

Contact Information

Education

• Ph. D., Curriculum and Instruction in Second Language Education.  Center for the Studies of Curriculum and Instruction, University of British Columbia, Canada.
• MA,  English Education and English as a Second Language Education. Language Education Department, University of British Columbia, Canada.
• MEd, English as a Foreign Language Education. Foreign Language Department, Beijing Normal University, China. 
• BA, English Literature.  Foreign Language Department, Beijing Normal University, China.

Professional/Academic Experience

• University of Www:zuise.comern Colorado. Professor, Language Education.  
  Associate Dean, College of Education and Behavioral Sciences
  Director, School of Teacher Education. (2011 - present)
• Monmouth University. Associate Professor, Curriculum and Instruction.
  Chair, Curriculum and Instruction.
  Director, LMS Academic Support Services (2006 – 2011)
• Monmouth University. Associate Professor, Curriculum and Instruction.
  Chair, Curriculum and Instruction.
  Co-director, LMS Academic Support Services. (2005 – 2006)
• Monmouth University. Associate Professor, Curriculum and Instruction. 
  Co-director, LMS Academic Support Services. (2004 – 2005)
• Monmouth University. Assistant Professor, Curriculum and Instruction. (1998 – 2004)
• Monmouth University. Visiting Assistant Professor, Curriculum and Instruction. (1997 –  1998)
• Richmond School Board, BC, Canada. Second and Foreign Language Teacher. (1993 – 1996)
• University of British Columbia, Canada. ESL Practicum Supervisor (1989 – 1993)
• Delta School Board, BC, Canada. Classroom Chinese Language and Culture Consultant. (1991 – 1993)
• Vancouver School Board, BC, Canada. Classroom Chinese Language and Culture Consultant. (1989 – 1990)
• Beijing No. 4 Middle School, China. English as a Foreign Language Teacher. (1987)
• Beijing No.2 Rail-Way Middle School, China. English as a Foreign Language Teacher. (1985)
• Beijing Normal University, China. English as a Foreign Language Instructor. (1984 –1985)
• Beijing No.2 Rail-Way Middle School, China. English as a Foreign Language Teacher. (1984)
• Zhenhua Foreign Language Institute, Beijing. English as a Foreign Language Instructor. (1983 – 1983) 

Colorado State Engagement:

• The IHE Teacher Education Representative on Colorado Team for the National Initiative on Diverse Learner Ready Teachers Project (2017- present)
• Member on Colorado College of Deans of Education (CCODE) (2011- present)
• UNC Teacher Preparation Rep on CASPA (Colorado Association of School Personnel Administration) (2014 to present);
• UNC Teacher Prep Contact for TeachColorado (2019 – present)
• Member on Colorado HELDE (Higher Education for Linguistically Diverse Education) (2012 – present)
• IHE rep on Colorado Education Preparation Provider Reports Committee (2017 – present)

Recent Invited Talks:

• Huang, J. (2019). Application of Mohan’s Knowledge Framework to address the five Cs in a CFL Teacher Preparation Program. Invited talk at the 2019 CBI/CLIL International Symposium and Workshop, Taipei, Taiwan, November 23 – 24.
• Huang, J. (2019). Teaching STEM to ELL.  Invited Panelist at the event to launch the Board on Science Education's new report, English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives by National Academies of Science, Engineering, and Medicine, Irvine, CA. January 14.
• Huang, J. (2018). Application of Mohan’s Knowledge Framework to Approach C-CLIL in Adult CSL Settings.  Invited talk at CCLIL International Symposium, Taipei, Taiwan, October 18-19.

Keynote Speaker

• Huang, J. (2018). The education of culturally and linguistically diverse students in the U.S.: A trend to embrace minority student education and beyond from a multicultural perspective. International Symposium of Multiculture and Education Quality Assurance in the International Perspective. South China University for Nationalities, Wuhan, China, December 22.
• Huang, J. (2018). Systematic Integration of Language, Content, and Culture for Cross-Cultural Awareness in Teaching Chinese as a Second Language at the College Level – An exploration from a systemic functional linguistic perspective for curriculum development and teaching training. International Conference: From the Local to Global: Mental Health across Cultural Boundaries in New Generations.  Taipei, Taiwan, Oct. 26-27.
• Huang, J. (2017). A Functional Approach to Integration of Language and Content in Chinses as a Foreign Language Instruction.  National Conference on Teaching Chinese as a Second Language, Taipei, Taiwan, November 17 to 18.
• Huang, J. (2015). Teacher Development in the Global Context - Where are we? Where do we want to be? Keynote at the 1st Annual International Conference on Education, April 9 to 10, 2015, Beijing, China.

Research/Areas of Interest

Second and foreign language education; systematic integration of language and content; language and literacy skills development in school content areas; classroom discourse analysis; quality teacher education for diverse student populations; professional development for teachers working with ESL/EFL students; faculty development in international settings.

Publications/Creative Works

• Huang, J. (2019). 系統功能語言學指導下的內容與語言融合的外語教學。 《臺湾华语教学研究》Taiwan Journal of Chinese as a Second Language, 18 (1)，pp. 19-36.
• Gleason, J., Berg, M., & Huang, J. (2017). Patterns of oral Choice and Evaluation across secondary content areas. Language and Education,
• Berg, M. A. & Huang, J. (2017) Language objectives beyond vocabulary: Working with content area teachers for linguistically responsive instruction.  In Challenging Boundaries in Linguistics: Systemic Functional Perspectives. Aachen British and American Studies Series. Vol. 20 edited by Stella Neumann, Rebekah Wegener, Jennifer Fest, Paula Niemietz and Nichole Huzen, pp 381 – 404. Frankfurt am Main: Peter Lang.
• Huang, J., Berg, M., Romero, D., & Walker, D. (2016). In-service teacher development for culturally and linguistically diverse responsive pedagogy. Inaugural issue of the Journal of the World Federation of Associations of Teacher Education, 1 (1), pp. 80-101.
• Huang, J., Berg, M.; Siegrist, M.; & Chanaichon, D. (2016). Impact of a functional linguistic approach to teacher development on content area student writing. International Journal of Applied Linguistics. doi: 10.1111/ijal.12133.
• Berg, M. & Huang, J. (2015). Improving In-service Teachers' Effectiveness: K-12 Academic Literacy for the Linguistically Diverse. Functional Linguistics, 2 (5).
• Huang, J. & Laskowski, T. (2014). Developing Linguistic Sensitivity of ESL Teacher Candidates for Linguistically Responsive Instruction. The International Journal of Literacies, 20 (2), 29 – 50.
• Huang, J. (2013).Foreign Language Education in US K-12. The Educator Special Issue: Multidimensional Perspective on American Education. April Issue. 中小学外语教育。教育家：美国教育面面观。ISSN1672-8181.
• Huang, J. & Normandia, B. (2009). Students’ perceptions on communicating mathematically: A case study of a secondary mathematics classroom.  The International Journal of Learning 16 (5), 1-21.
• Huang, J. & Mohan, B. (2009).  A Functional Approach to Integrated Assessment of Teacher Support and Student Discourse Development in an Elementary Chinese Program.  Linguistics and Education 20, pp. 22-38.
• Huang, J. & Normandia, B. (2008). Linguistic Resource as Cues Signaling Conceptual Knowledge Crucial for Solving Word Problems. In Nina Norgaard, (Ed.) Systemic Functional Linguistics in Use: Odense Working Papers in Language and Communication, 29, pp. 400 – 419. 
• Huang, J. & Barrea-Marlys, M. (2008). Gains and Challenges in the National Accreditation Process: A Case Study.  International Journal of Learning 15 (8), pp. 57-64.
• Huang, J. & Normandia, B. (2008).  Comprehending and Solving Word Problems in Mathematics: Beyond Key Words. In Z. Fang & M. Schleppegrell, (Ed.), Language and Reading in Content Areas: Toward a Linguistically Informed Secondary Reading Pedagogy (pp. 64 – 83).  The University of Michigan Press.
• Huang, J. & Normandia, B. (2007).  Learning the language of mathematics: a study of student writing.  International Journal of Applied Linguistics, 17 (3), pp. 294 – 318.
• Huang, J., Normandia, B., & Greer, S. (2005).  Communicating Mathematically: Comparison of Knowledge Structures in Teacher and Student Discourse in a Secondary Math Classroom.  Communication Education 54 (1), pp. 34-51.
• Huang, J.  (2004). Socializing ESL Students into the Discourse of School Science through Academic Writing.  Language and Education 18 (2), pp. 97-123.
• Huang, J., & Normandia, B. (2003).  Talking Math: Integrating Communication and Content Learning in Math: A case study of a secondary mathematics classroom. International Journal of Learning 10, pp. 3705-3729.
• Huang, J. (2003).  Chinese as a Foreign Language in Canada: A Content-Based Programme for Elementary School.  Language, Culture & Curriculum 16 (1), pp. 70 - 89.
• Huang, J.  (2003b) Activities as a Vehicle for Linguistic and Sociocultural Knowledge at the Elementary Level.  Language Teaching Research 7, (2), pp. 3-33.
• Huang, J. & Morgan, G. (2003).  A Functional Approach to Evaluating Content Knowledge and Language Development in ESL Students’ Science Classification Texts.  International Journal of Applied Linguistics 13, (2), pp.234-262.
• Huang, J. (2002). Academic Literacy Skills and ESL Students in Regular Classrooms: What are content area teachers facing when implementing curriculum content standards?  International Journal of Learning 9, pp. 1099 – 1117.
• Mohan, B. & Huang, J. (2002).  Assessing the Integration of Language and Content in a Mandarin as a Foreign Language Classroom.  Linguistics and Education 13, (3), 407-35.
• Huang, J. (2000).  Integration of Academic Content Learning and Academic Literacy Skills Development of L2 Students: A Case Study of an ESL Science Class.  National Reading Conference Yearbook, 49, pp. 392-000.

Professional Publication:

• HELDE (2014). Colorado State Model Educator Evaluation System: Practical ideas for evaluating culturally and linguistically diverse education specialists.  Colorado Department of Education.

Professional Document:

• CDE (2017) - For Colorado Kids: Diversifying the Colorado Educator Pipeline. Colorado Department of Education.

Honors and Awards

• 2016 - International Appreciation Award, UNC
• 2014 - I@UNC, UNC
• 2011 - Title II Grant entitled Building Teacher Skills to work with ELL and Special Education Students,
  Colorado State Department of Higher Education
• 2007 - Distinguished Educator of the Year, KDP Chapter, Monmouth University
• 2003 - NJ Education of Language Minority Students Grant, NJ Department of Higher Education