INTRODUCTION

Before assuming duties at the Chinese Language Center of the Chinese University of Hong Kong in 1999, Dr. Wu was Director of the Chinese Language Testing Program and Research Associate at the Center for Applied Linguistics in Washington DC, while concurrently working as the Senior Associate at Second Language Testing Inc. His professional experience includes teaching at universities (Linguistics, Chinese and English), conducting teacher training workshops and working as a testing specialist in the development and validation of various proficiency tests.

 

 

CURRENT RESEARCH INTERESTS

l   Performance-based language teaching and testing

l   Cross-cultural communication and cross-cultural training

l   Language and law and issues related to linguistic applications in the legal field

 

PROFESSIONAL EXPERIENCE: TEACHING

 l   Sample list of courses taught for graduate students at universities:

-        Linguistics and Other Professions (Hong Kong)

-        Language and Law (GDUFS, China)

-        Language and Culture (MA Program in ESL, USA)

-        Special Topics in Applied Linguistics (CUHK, HK)

l   Sample list of courses taught for undergraduate students at universities:

-        Various language courses for English major (Sun Yet-sen U, China)

-        Various language courses for Chinese major (Georgetown U. USA)

-        Seminar in Language and the law: Revelation from cases (CUHK, HK)

-        Asian languages: A cultural perspective (CUHK, HK)

 

PROFESSIONAL EXPERIENCE: Editor-in-chief (2009-2015)

Linguistics and Teaching Chinese as a Second Language 《華語二語教學研究叢書》,  (a 9-volume academic series), already published:

Vol. 1. Linguistics and CSL Teaching and Learning《語言學與華語二語教學》

Vol. 2. Linguistics and CSL Teaching and Learning: Research and practice in sociolinguistics《語言學與華語二語教學：社會語言學的研究與實踐》

Vol. 3. Linguistics and CSL Teaching and Learning: Theories and practices in developing pragmatic ability 《語言學與華語二語教學：語用能力培養的理論與實

踐》

Vol. 4. Linguistics and CSL Teaching and Learning: Theories in teaching and renovations in practices《語言學與華語二語教學：教學理論與創新實踐》

[Vol. 5-Vol.9, to be published before 2020 by the Hong Kong Commercial Press]

 

 

PROFESSIONAL EXPERIENCE: TESTING PROJECTS

Tests developed:

• Computerized Oral Proficiency Assessment (COPA) for Putonghua and Cantonese
• Mandarin test for court interpreters, National Center for State Courts, U.S.A.
• Cantonese test for court interpreters, Administrative Office of the Courts, N.J., U.S.A.
• Chinese Test for language teachers, Language and Communications Program, United Nations
• Fukienese test for government linguists in Law Enforcement Agencies, U.S.A.
  
  

Testing projects coordinated (funded by U.S. Department of Education):

• Adaptation of Chinese Proficiency Tests from Mandarin into Cantonese
• Adaptation of the Preliminary Chinese Proficiency Tests from Mandarin into Cantonese
• Revision and validation of the Chinese Speaking Test (CST)
• Development and validation of the CST Rater Training Kit
• Development and validation of the Hindi Proficiency Test
• Development and validation of the Russian Simulated Oral Proficiency Interview(SOPI)

 

 

PROFESSIONAL EXPERIENCE: ACADEMIC SERVICES

·        Guest Professor in Linguistics, (2000-2008) Guangdong University of Foreign Studies,China. ·        Guest Professor, (2007-) Shanxi Normal University, China. ·        Chairman and Member of Ph.D. Dissertation Committees in Linguistics (e.g. Chairman: Guangdong University of Foreign Studies; Member: City University of Hong Kong, Queensland University in Australia).   Member of the Editorial Board, in academic journals such as Modern Foreign Languages (Quarterly), a referred international journal of Linguistics and Applied Linguistics by Guangdong University of Foreign Studies and the Journal of Foreign Language Teaching by the National University of Singapore.   Reviewer of various academic journals, including The International Journal of Applied Linguistics (Norway); Journal of Sociolinguistics (Macau).   Chief Examiner, Hong Kong Examination and Assessment Authority, Language Benchmark Examination for Teachers (Putonghua), Paper three (Speaking). ·        Linguistic Advisor, Administrative Office of the Courts, New Jersey. Design the Mandarin test for the NJ Court Interpretation Certification Program, give lectures on Chinese language and linguistic issues to court staff, administer the Mandarin test as the chief rater. ·        Expert Witness, U.S. Department of Justice, Massachusetts District, present linguistic analysis in court for the government on a criminal case involving taped conversations in Southern Fukienese.

 

 

Publication in academic journals and books (2001-present):

1.         Teaching Chinese as a Second Language: The Hong Kong model (華語二語教學的香港模式).《世界華文教學》創刊號. (2015).

2.         Language and social life: Perspectives on court interpretation (語言與社會生活：法庭翻譯面面觀). 《澳門語言文化研究》. Macao. (2015).

3.         The “naked phenomena” in CSL teaching and learning and efforts for contextualization (華語二語教學中的“三裸”現象及“去裸”實踐).《漢語國際傳播研究》第2期. (2015).

4.         Chinese education: teaching models and teacher training (華語文教育：教學模式與教師培訓).《華文世界》. (2015).

5.         How to implement the concept of a pragmatic approach in teacher training (關於語用為綱理念在教師培訓中如何落實的探討).《華文教學與研究》第4期. (2013).

6.         Speaking appropriately: Revelation from sociolinguistics (說話得體: 來自社會語言學的啓示).In Linguistics and Teaching Chinese as a Second Language: A sociolinguistic perspective (Ed.). CLC, The Chinese University of Hong Kong (2013).

7.         Linguistics and Teaching Chinese as a Second Language: A sociolinguistic perspective (Ed.). (語言學與華語二語教學: 社會語言學的研究與實踐). CLC, The Chinese University of Hong Kong (2013). 

8.         Pragmatic framework and its role in language learning: With special reference to Chinese. In W. Chan et al (eds.), Processes and Process-Orientation in Foreign Language Teaching and Learning. (pp. 65-90). Germany: De Gruyter Mouton. (2011).

9.         A sociolinguistic analysis of language use in a harmonious society (從社會語言學的角度看和諧社會的語言生活). 《澳門語言文化研究》, Macao. (2010).

10.      Linguistics and Teaching Chinese as a Second Language (Ed.). (語言學與華語二語教學) Hong Kong University Press, Hong Kong. (2009).

11.      Theories in sociolinguistics and practices in teaching Chinese as a Second Language. (社會語言學理論與對外漢語教學實踐) Journal of Language Teaching and Linguistic Studies, Vol. 2. Beijing University of Foreign Studies, China. (2009).

12.      Pragmatic framework and its role in language learning: With special reference to Chinese. Book chapter in Processes and Process-Orientation in Foreign Language Teaching and Learning. W. Chan et al (eds.). National University of Singapore. (2008).

13.      Proficiency assessment in spoken Chinese: Current practices and discussion. (口語水準測試的實踐與討論) Journal of Chinese Language Studies, Vol. 4. 2008. Beijing University, China. (2008).

14.      Academic considerations for Chinese language teaching throughout the world.  (從學術交流的角度看漢語國際推廣) Journal of Yunnan Normal University (Teaching and Research on Chinese as a Foreign Language), Vol. 6. (2007).

15.      On the promotion and use of common language in dialect areas: A sociolinguistic perspective (社會語言學與民族共同語在方言區的推廣和使用). Journal of Chinese Teaching and Research, Vol 2. (2007).

16.      Pragmatic points in teaching Chinese: A practical approach (漢語教學中的語用點：由點到面的教學實踐), Journal of Chinese Teaching in the World, Vol 1. (2006).

17.      On the formation, current situation and classification of forensic linguistics abroad (國外法律語言學的形成、現狀和分類)。In Language and law in a new perspective. Law Press, China. (2004).

18.      Use of open-ended questions in large-scale oral proficiency assessment (開放型題目與大規模口語水準測試). Chinese Language Testing. No.4. Hong Kong Polytechnic University. (2003).

19.      Comments on oral proficiency assessment at workshop for Putonghua teachers (普通話口語測試工作坊問答實錄). In Practices and explorations in the learning and teaching of Putonghua. Vo. 3, Hong Kong Education Bureau. (2003).

20.      Language and the law: Linguistic research in the legal field　(語言與法律：司法領域的語言學研究). Shanghai: Shanghai Foreign Language Education Press. (2002).

21.      Forensic linguistics: Data-based research methods （法律語言學的研究方法）. Contemporary Linguistics. Vol. 4. Num. 1. Journal of the Institute of Linguistics, the Chinese Academy of Social Sciences. Foreign Language Teaching and Research Press, Beijing, P.R. China. (2002).

22.      Towards authenticity of task in test development (Charles Stansfield as second author). Language Testing 18(2) 187-206, London: Arnold. (2001).

23.      Considerations on testing speaking proficiency in Chinese (關於漢語口語水準測試的思考). Book chapter  in Language testing: Theory and practice. Lee Hot-ming (ed.). Hong Kong: Commercial Press. (2001).

 

Keynote and invited speeches (2010-present):

1.         Chinese education worldwide: Teaching models and teacher training (世界華文教育：教學模式與教師培訓). Invited speech at the 7^th postgraduate student forum on Chinese language teaching worldwide. Hunan Normal University, Hunan (2015.1.25).

2.         Issues on the development of Chinese bench-mark tests(中文基準試開發雜談). Invited speech at the Chinese School Retreat, Hong Kong University, Hong Kong.（2014.5.7.).

3.         A pragmatic approach to CSL teaching as a system engineering project: A design that starts from the final stage(華語二語教學系統工程：語用為綱的逆向設計). Invited speech at the National Taiwan Normal University, Taiwan ( 2014.4.10).

4.         Issues related to pragmatic ability in teacher training(教師培訓中的語用能力問題). Invited speech at the Shenzhen Polytechnic, Shenzhen (2014. 10. 29).

5.         Pragmatic ability in teacher training: With special reference to teaching Chinese to non-native students in Hong Kong (香港非華語學生的中文教學：教師培訓中的語用能力問題). Invited speech at the teachers’ forum of the Hong Kong Confucius Institute, Hong Kong  (2014. 11.15).

6.         International Chinese Teaching: Teaching models and development of the field (國際漢語教學：教學模式與學科發展). Invited speech at the forum of senior scholars in international Chinese education, Zhongshan University, Guangzhou (2014.11.09).
Revelation from afar: Language evidence viewed from different perspectives (他山之石：語言證據面). Invited speech at the forum of senior scholars on language, evidence and civilized jurisdiction. Beijing, China (2014.12.14).

7.         The end-to-start design of CSL curriculum with language use as the top layer (國際漢語課程：語用爲綱的逆向設計). Invited speech at the Academic Seminar by the Hong Kong Institute of Education, Hong Kong (2013).

8.         The end-to-start design of CSL curriculum with language use as the top layer (國際漢語課程：語用爲綱的逆向設計). Invited speech at the Academic Seminar by the Hong Kong Institute of Education, Hong Kong (2013).

9.         On the use or Pragmatic Framework in speaking ability assessment (語用框架與漢語口語水準測試). Invited public lecture for CSL graduate students and teachers at Sun Yet-sen University, Guangzhou (2013).

10.      Sosiolinguistics and CSL teaching: the long journey from language structure to language use (社會語言學與華語教學: 從語言結構到語言運用的萬裡長征), Invited speech at the key academic seminar by Huaqiao University, Fujian, China (2012).

11.      Chinese as an international language: comparison and research on speaking samples (國際漢語教學：口語語料的比較與研究). Invited public lecture by Shanxi Normal University, Xi’an, China (2012).

12.      On CSL acquisition: Lack of authenticity in speaking (假說話，說假話，說話假--華語二語習得雜談),  Invited public lecture at the South China Normal University, Guangzhou (2011).

13.      Language issues in the judicial process: With special reference to language and culture (執法過程中的語言問題---兼談語言與文化). Invited speech at the Guangdong Police Academy, China. (2010).

14.      Theory and practice in teaching materials preparation under the pragmatic framework (語用為綱的教材編寫：理論與實踐). Invited speech at the Hong Kong Polytechnic University, Hong Kong. (2010).

15.      Pragmatic Framework in the CSL context: A discussion on appropriateness (語用框架與對外漢語教學實踐：關於得體表達的討論) Invited speech at Jinan University, China. (2010).

16.      Speaking appropriately: Revelation from sociolinguistics for CSL learners (説話得體：來自社會語言學的啓示). Invited speech at the 3^rd Professional Workshop on Linguistics and Teaching Chinese as a Second Language, Shanxi Normal University, China.(2010).

 

Presentations at academic conferences (2010-present):

1.         Applications of Chinese culture research in different fields(中華文化研究在不同領域的應用),Presentation at the 6^th academic seminar of the East-Asia China Study Society, Macao University, Macao (2015.5.17).

2.         A pedagogical model with typical scenarios:  From sociolinguistic theories to teaching practices under the pragmatic framework (典型語境教學模式：從社會語言學理論到語用為綱的教學實踐)。 Presentation at the First International Forum on Linguistics in Chinese Education (IFOLICE-1),  UC/DAVIS, USA (2015.5.10).

3.         Language and social life: Examples from the legal field (語言與社會生活：以司法界為例). Presentation at the academic symposium on “Language and Social Life”, Macao Polytechnique Institute, Macao (2014.10.22).

4.         A systematic approach to CSL teaching: Counter-clockwise design revisited (華語二語教學系統工程：語用為綱的逆向設計). Presentation at the 4^th International Symposium on Linguistics and CSL Teaching, Beijing Central Minzu University, Beijing (2014.05.18).

5.         Issues related to pragmatic ability in teacher training (教師培訓中關於語用問題的探討). Presentation at the 3rd International Symposium on CSL Teaching and Learning, The Chinese University of Hong Kong (2013).

6.         Pragmatic Issues: When Dealing with Courtroom Language and Discourse. Presentation at the Second International Conference on Law, Language and Discourse, Zhejiang Police College, Hangzhou, China (2012).

7.         Construction of oral corpus: Case study on the research between speaking samples by learners and by native speakers (口語語料庫建設：學習者語料與母語語料的比較與研究). Presentation at the International Conference on the construction and application of Interlanguage Corpus, Beijing University of Language and Cultural Studies, Beijing (2012).

8.         Pragmatic Framework (PF): Language Use as the Top Layer in TMP. Presentation at the ALAA National Conference. Curtin University, Western Australia (2012).

9.         Needed in language teaching and learning: Which part of the culture and how? Presentation at The CLaSIC 2012, Singapore, The National University of Singapore ( 2012).

10.      In-service Training for Language Teachers: Key Considerations. Presentation at the 7th International Conference on Language Teacher Education, Minneapolis, Minnesota, USA.(2011).

11.      Pragmatic Framework in the Analysis of Language as Evidence. Presentation at the First International Conference on Law, Language and Discourse: Multiculturalism, Diversity and Dynamicity, City University of Hong Kong (2011).

12.      Pragmatic Framework and Teaching Materials Preparation. Presentation at the 18th Conference on Chinese Language Instruction, Princeton University, USA. (2010).

13.      A Pragmatic Approach to TCSOL: With Special Reference to Teaching Materials Preparation. Presentation at the bi-annual conference of the Association of Chinese Sociolinguistics, Qinghai, China. (2010).