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Chen, Honglin Associate Professor

Associate Dean Graduate Research

  • Associate Dean Graduate Research - Research and Innovation
  • Associate Professor in TESOL & Language Education - School of Education
  • Principal Fellow - Higher Education Academy 2020 -

Top Publications


Research Overview



  • Honglin Chen’s research to date has focused on advancing understanding of how all students, native English speaking and second language, in school and tertiary contexts, can raise their literacy and language achievements. Her program of research traverses three interconnected areas in language and literacy education: literacy and language development; teacher knowledge and practice; and curriculum development and enactment. This work has been supported by ARC and industry supported grants generating in excess of $1.5M.

    Through conceptual and empirical work, Honglin’s research has generated novel insights into how best to enable school-age children to become confident, autonomous, and agentive writers of the future. The theoretical contribution of her work has been extended through a timely edited book entitled: “Developing writers across the primary and secondary years”. The book provides an interdisciplinary approach to addressing a critical literacy need for the teaching of writing across different stages of writing development. This is pertinent work given the increasing concerns about standards of achievement in writing by school age children.

    Honglin’s research in language and literacy has had major policy and practical impacts. Her ARC Discovery project titled “Understanding the development, interpretation and implementation of disciplinary knowledge”, with Harris (Uni SA), Derewianka, Kervin, McKenzie and Turbill, shaped and informed the development of the first national Australian Curriculum: English. Her current work focuses specifically on working with teachers as co-researchers to develop pedagogical innovations that can develop transferable and enabling thinking skills integral to successful writing and deepening knowledge through the years of secondary schooling.

    Honglin is a Principal Fellow of the UK Higher Education Academy (2020). Her leadership and scholarship have been recognised by a large number of awards and citations at the university, national and international levels, including the UOW Vice-Chancellor’s Awards for Outstanding Contribution to Teaching and Learning (2012), and a national Office of Learning and Teaching (OLT) Citation for Outstanding Contribution (2012).

Available as Research Supervisor

Selected Publications


Available as Research Supervisor

Potential Supervision Topics


    • second language writing development
    • second language pedagogy
    • role of metalinguistic understanding in writing
    • identity and language learning
    • educational linguistics
    • social class and pedagogic variation
    • languages learning and teaching
    • curriculum development and implementation

Advisees


  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy Bridging the Gap - Science teachers; Linguistic knowledge and students; Literacy needs Rutherford Vale, Emma
    Doctor of Philosophy (Integrated) Languaging critical thinking as a process of meaning making in student argumentative writing Hutasuhut, Mahmud Layan
    Doctor of Philosophy (Integrated) From potential use to actual use: Helping ESL learners activate oral productive vocabulary Mister Colmenares, Bianca
    Doctor of Philosophy Intersubjective Development in Academic Writing Dinh, Thanh Liem
    Doctor of Philosophy (Integrated) A case study of 1st year undergraduate Korean English language learners - Analyzing the effects of mobile Internet devices on L2 writing development Wotring, Anthony
    Doctor of Philosophy Blended Learning Enironments: How interpersonal relations support knowledge construction Googol, Nasim

Teaching Overview


  • Honglin has a broad range of expertise, spanning second language learning and development, second language pedagogy, curriculum development, educational linguistics, advanced literacy development, and language and literacy education in the preparations of teachers to work with culturally and linguistically diverse students. Honglin's teaching career has been driven by a strong commitment to developing pedagogic practice that encourages active and deep engagement in learning by all students. She has led many curricular innovations aimed at developing an engaging and participative pedagogy that can enhance all students¿ participation and success in learning. Her scholarship and impact in teaching and learning has been recognised through the Vice-Chancellor¿s Award for Outstanding Contribution to Teaching and Learning (2012) and the Office of Learning and Teaching (OLT) National Citations for Outstanding Contributions to Student Learning (2012).




Keywords


  • curriculum development, second language pedagogy, writing development, metalinguistic understanding, identity and language learning, doctoral education

Full Name


  • Honglin Chen

Mailing Address


  • School of Education, University of Wollongong

    Wollongong

    New South Wales

    2552

    Australia

Located In Facility


Top Publications


Research Overview



  • Honglin Chen’s research to date has focused on advancing understanding of how all students, native English speaking and second language, in school and tertiary contexts, can raise their literacy and language achievements. Her program of research traverses three interconnected areas in language and literacy education: literacy and language development; teacher knowledge and practice; and curriculum development and enactment. This work has been supported by ARC and industry supported grants generating in excess of $1.5M.

    Through conceptual and empirical work, Honglin’s research has generated novel insights into how best to enable school-age children to become confident, autonomous, and agentive writers of the future. The theoretical contribution of her work has been extended through a timely edited book entitled: “Developing writers across the primary and secondary years”. The book provides an interdisciplinary approach to addressing a critical literacy need for the teaching of writing across different stages of writing development. This is pertinent work given the increasing concerns about standards of achievement in writing by school age children.

    Honglin’s research in language and literacy has had major policy and practical impacts. Her ARC Discovery project titled “Understanding the development, interpretation and implementation of disciplinary knowledge”, with Harris (Uni SA), Derewianka, Kervin, McKenzie and Turbill, shaped and informed the development of the first national Australian Curriculum: English. Her current work focuses specifically on working with teachers as co-researchers to develop pedagogical innovations that can develop transferable and enabling thinking skills integral to successful writing and deepening knowledge through the years of secondary schooling.

    Honglin is a Principal Fellow of the UK Higher Education Academy (2020). Her leadership and scholarship have been recognised by a large number of awards and citations at the university, national and international levels, including the UOW Vice-Chancellor’s Awards for Outstanding Contribution to Teaching and Learning (2012), and a national Office of Learning and Teaching (OLT) Citation for Outstanding Contribution (2012).

Selected Publications


Potential Supervision Topics


    • second language writing development
    • second language pedagogy
    • role of metalinguistic understanding in writing
    • identity and language learning
    • educational linguistics
    • social class and pedagogic variation
    • languages learning and teaching
    • curriculum development and implementation

Advisees


  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy Bridging the Gap - Science teachers; Linguistic knowledge and students; Literacy needs Rutherford Vale, Emma
    Doctor of Philosophy (Integrated) Languaging critical thinking as a process of meaning making in student argumentative writing Hutasuhut, Mahmud Layan
    Doctor of Philosophy (Integrated) From potential use to actual use: Helping ESL learners activate oral productive vocabulary Mister Colmenares, Bianca
    Doctor of Philosophy Intersubjective Development in Academic Writing Dinh, Thanh Liem
    Doctor of Philosophy (Integrated) A case study of 1st year undergraduate Korean English language learners - Analyzing the effects of mobile Internet devices on L2 writing development Wotring, Anthony
    Doctor of Philosophy Blended Learning Enironments: How interpersonal relations support knowledge construction Googol, Nasim

Teaching Overview


  • Honglin has a broad range of expertise, spanning second language learning and development, second language pedagogy, curriculum development, educational linguistics, advanced literacy development, and language and literacy education in the preparations of teachers to work with culturally and linguistically diverse students. Honglin's teaching career has been driven by a strong commitment to developing pedagogic practice that encourages active and deep engagement in learning by all students. She has led many curricular innovations aimed at developing an engaging and participative pedagogy that can enhance all students¿ participation and success in learning. Her scholarship and impact in teaching and learning has been recognised through the Vice-Chancellor¿s Award for Outstanding Contribution to Teaching and Learning (2012) and the Office of Learning and Teaching (OLT) National Citations for Outstanding Contributions to Student Learning (2012).




Keywords


  • curriculum development, second language pedagogy, writing development, metalinguistic understanding, identity and language learning, doctoral education

Full Name


  • Honglin Chen

Mailing Address


  • School of Education, University of Wollongong

    Wollongong

    New South Wales

    2552

    Australia

Located In Facility


Geographic Focus