Professor and Canada Research Chair (Tier 1),
Department of Language and Literacy Education (LLED)
Li’s work focuses on the role of culture and social class in immigrant children’s biliteracy development from the points of view of the minority children and parents, and mainstream teachers. She also examines the impact of model minority myths on both overachieving and underachieving Asian immigrant children and youth. Her scholarship has made major theoretical and pedagogical contributions to minority children’s literacy instruction in multicultural communities and classrooms.
Contributions:
Li, G. (2008). Culturally contested literacies: America’s “rainbow underclass” and urban schools. New York: Routledge.
Li, G. (2006). Culturally contested pedagogy: Battles of literacy and schooling between mainstream teachers and Asian immigrant parents. Albany, NY: SUNY Press.
Li, G. (2002). “East is east, west is west”? Home literacy, culture, and schooling. New York: Peter Lang.
Li, G., & Wang, L. (Eds., 2008). Model minority myths revisited: An interdisciplinary approach to demystifying Asian American education experiences. Greenwich, CT: Information Age Publishing.
Li, G. (2000b). Family literacy and cultural identity: An ethnographic study of a Filipino family in Canada. McGill Journal of Education, 35(1), 1-27.
Keywords:
immigrant/transnational children's bicultural and biliteracy development, home and community literacy, Asian model minority and identity development, teacher education and professional development for culturally and linguistically diverse children, race, class, and ethnicity issues concerning immigrant children and youth, technology and ESL/EFL instruction, immigrant children's new literacies development in and out of school
guofang.li@ubc.ca
Departmental profile page
Departmental profile page