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Associate Professor Linda Tsung

MA and PhD The University of Sydney

A18 - Brennan MacCallum Building
The University of Sydney

Telephone +61 2 9351 2868

Biographical details

Linda Tsung gained a MA in Applied Linguistics (with Merit) and Ph.D from the University of Sydney. She has a track record in research into Chinese language education, ethnic identities, social and political changes in China, teaching Chinese as a second/additional language and educational outcomes, especially as they affect students from minority backgrounds in China (Tsung, 1999, 2008). She has also researched bilingualism in ethnic minority groups in Yunnan and Xinjiang (Tsung, 2004, 2007, 2009). Dr Tsung established the initial Bachelor and Master Degrees in Chinese teacher training programs at the University of Sydney (1991- 1998). Dr Tsung has been supervising PhD students at the University of Sydney and the University of Hong Kong in the area of Chinese language education, trilingual education, social and political changes in China. She is currently an Honorary Associate Professor, Faculty of Education, the University of Hong Kong and Vice President of the International Association of Bilingual Studies.

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Research interests

  • Chinese linguistics
  • Chinese Pedagogy
  • Second language acquisition
  • Social and political changes in China
  • Multi-cultualism and multi-lingualism in China
  • Minority education
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Teaching and supervision

Teaching

  • Dr Tsung’s teaching including Chinese language and culture, Chinese linguistics and Chinese pedagogy

Supervision

  • Tensions in Third Language Acquisition in the Multicultural Context: Ethnographic Study of L3 Learners in Yunnan
  • A qualitative research on the integration of CALL/MALL into Chinese language learning programs
  • Higher education reform in China (late 1970’s-2010): implications for state stability
  • Teaching the Chinese spoken language in China and Australia: a comparative studies
  • Chinese heritage learning in Australia
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Current projects

  • Chief Investigator (with Dr Cruikshank et al): ARC Linkage Project LP110100441 “Maximizing the potential of Australia’s language resources: exploring and developing languages across sectors, schools and communities” (1/2011-12/2013)
  • Member of Faculty Collaborative Research Scheme: Language and Identity. The network will allow fruitful exchanges and the development of collaborative projects (2011-2013).
  • Co- investigator (with Dr Mark Shum et al): “University–School Support Program: Supporting Secondary Schools in the Teaching and Learning of Chinese for Non-native Learners”. Funded by the Education Bureau of Hong Kong (2008–2011).
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Associations

  • Vice-President, the International Association of Bilingual Studies, 2005 -
  • Committee member, China Education Centre, The University of Sydney
  • Subject Specialist, Chinese Language, Hong Kong Council for Academic Accreditation, 2006 -
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Selected grants

2011

  • Maximising the potential of Australias language resources: exploring and developing languages across sectors, schools and communities; Cruickshank K, Chen H, Wright J, Olah K, Morgan L, O'Grady S, Kerkyasharian S, Wright J, Tsung L, Morgan L, Chen H; Australian Research Council (ARC)/Linkage Projects (LP).

2010

  • The Language and Identity Research Group; Rubino A, Bednarek M, Cruickshank K, Djenar D, Jarkey N, Lipovsky C, Mahboob A, Paltridge B, Tsung L, Wang W, Yilmaz D, Zhang Z; Faculty of Arts and Social Sciences/FASS Collaborative Research Scheme.
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Selected publications

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Books

  • Tsung, L. (2009). Minority languages, education and communities in China. Basingstoke, Hampshire, UK: Palgrave Macmillan.
  • Qingxia, D., Tsung, L., Ying, J., Jie, L. (2005). The Studies of the Xiandao Language. China: Central University for Nationalities Press.

Edited Books

  • Tsung, L., Cen, S., Qi, Y., Zhang, Q. (2012). Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices. Hong Kong: Hong Kong University Press.
  • Tsung, L., Cruickshank, K. (2011). Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age. London: Continuum.

Book Chapters

  • Tsung, L. (2014). Trilingual Education and School Practice in Xinjiang. In James Leibold and Chen Yangbin (Eds.), Minority Education in China: Balancing Unity and Diversity in an Era of Critical Pluralism, (pp. 161-186). Hong Kong: Hong Kong University Press.
  • Tsung, L., Wang, G., Zhang, Q. (2012). Bilingual education in China: the case of Yunnan. In Gulbahar H. Beckett and Gerard A. Postiglione (Eds.), China's Assimilationist Language Policy: The impact on indigenous/minority literacy and social harmony, (pp. 105-120). Abingdon, Oxfordshire: Routledge imprint of Taylor & Francis.
  • Zhang, Q., Li, J., Tsung, L., Cen, S. (2012). Case Studies on Chinese Learning among Newly Arrived Minority Students in Hong Kong. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 159-181). Hong Kong: Hong Kong University Press.
  • Gao, F., Zhang, Q., Qi, Y., Tsung, L. (2012). Case Study on Minority Students' Chinese Learning in Hong Kong. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 183-197). Hong Kong: Hong Kong University Press.
  • Tsung, L. (2012). Chinese as a Second Language Teaching. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 1-12). Hong Kong: Hong Kong University Press.
  • Zhang, Q., Tsung, L., Cen, S., Fu, A. (2012). Community Characteristics and Culture of Minority Groups in Hong Kong. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 33-52). Hong Kong: Hong Kong University Press.
  • Fu, A., Tsung, L., Gao, F. (2012). Cross-cultural study. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 119-142). Hong Kong: Hong Kong University Press.
  • Cen, S., Tsung, L., Zhang, Q., Li, J. (2012). Curriculum Design and Textbook Development. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 77-97). Hong Kong: Hong Kong University Press.
  • Qi, Y., Zhang, Q., Tsung, L., Cen, S. (2012). Possible Chinese Learning Channels for Minority Students in Hong Kong: Implications from Second Language Acquisition Theory. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 13-31). Hong Kong: Hong Kong University Press.
  • Tsung, L. (2012). Rethinking Multilingual Education for Minority Students in China. In Androula Yiakoumetti (Eds.), Harnessing Linguistic Variation to Improve Education, (pp. 115-138). Bern, Switzerland: Peter Lang Publishing.
  • Fu, A., Tsung, L., Guo, C., Hua, X., Lau, K., Fang, L., Zhang, Y. (2012). School-based Materials (Chinese as a second language): Theories and Approaches to Task-based Instructional Design. In Xijin Xie, Yonghua Qi, Shaoji Cen (Eds.), Teaching & Learning Chinese as a Second Language, (pp. 193-205). Hong Kong: Hong Kong University Press.
  • Tsung, L., Qi, Y., Cen, S. (2012). Teaching Methods that Facilitate Chinese Learning among Minority Students and Learning Assessment. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 99-118). Hong Kong: Hong Kong University Press.
  • Tsung, L. (2012). The Prospect of Chinese Learning among Minority Students in Hong Kong. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 199-206). Hong Kong: Hong Kong University Press.
  • Tsung, L., Cruickshank, K. (2011). Emerging Trends and Issues in Teaching and Learning Chinese. In Linda Tsung & Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 1-10). London: Continuum.
  • Tsung, L., Cruickshank, K. (2011). Minority Education for Exclusion or Access: Teaching Chinese as a Second Language in Xinjiang Uyghur Autonomous Region. In Linda Tsung & Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 97-115). London: Continuum.
  • Zhang, Q., Tsung, L., Cruickshank, K., Ki, W., Shum, M. (2011). South Asian Students' Educational Experience and Attainment: Learning Chinese as a Second/Additional Language in Hong Kong. In Linda Tsung & Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 63-80). London: Continuum.
  • Tsung, L., Shum, M., Gao, F. (2011). Teaching and Learning (through) Putonghua: From the Perspective of Hong Kong Teachers. In Linda Tsung & Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 45-61). London: Continuum.
  • Cruickshank, K., Tsung, L. (2011). Teaching and Learning Chinese: A Research Agenda. In Linda Tsung & Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 213-224). London: Continuum.
  • Tsung, L. (2009). Zaixianggang huanjingxia de zhongwen dier yuyan jiaoxue: Shaoshu zuyi xuesheng de zhongwen xide yanjiu [Acquisition of Chinese as a second language in Hong Kong: Chinese language studies among ethnic minority students]. In Zhang Bo (Eds.), Butong huanjing xiade hanyu jiaoxue guoji xueshu yantaohui,[ Chinese Teaching and Learning in different Contexts], (pp. 336-351). Beijing: Foreign Language Teaching and Research Press.
  • Tsung, L., Ki, W., Shum, M. (2008). Language situation of South Asian students in Hong Kong. Language Situation in China 2007 Year Book. China: Commercial Press.

Journals

  • Leong, C., Tsung, L., Tse, S., Shum, M., Ki, W. (2012). Grammaticality judgment of Chinese and English sentences by native speakers of alphasyllabary: a reaction time study. International Journal of Bilingualism, 16(4), 428-445.
  • Tsung, L. (2012). Language and power: Tuanjie hua, an Yi-Han mixed language. International Journal of the Sociology of Language, 2012 (215), 63-77.
  • Wang, G., Tsung, L., Ki, W. (2012). The pains of Becoming Trilingual in China: An Ethnographic Case Study of a Naxi College Student. The Asia-Pacific Education Researcher, 21(2), 257-266.
  • Shum, M., Gao, F., Tsung, L. (2012). Unlocking the racialized and gendered educational experiences of South Asian females in Hong Kong: the case study of Pakistani girls. Asian Ethnicity, 13(3), 251-262.
  • Tsung, L., Gao, F. (2012). What accounts for the underachievement of South Asians in Hong Kong? The voices of Pakistani and Nepalese parents. Educational Research, 54(1), 51-63.
  • Shum, M., Gao, F., Tsung, L., Ki, W. (2011). South Asian students' Chinese language learning in Hong Kong: motivations and strategies. Journal of Multilingual and Multicultural Development, 32(3), 285-297.
  • Gao, F., Park, J., Ki, W., Tsung, L. (2011). Teaching Chinese as a second language in China - The cases of South Asians and ethnic Koreans. Linguistics and the Human Sciences, 4(3), 265-288.
  • Tsung, L., Zhang, Q., Cruickshank, K. (2010). Access to Majority Language and Educational Outcomes: South Asian Background Students in Postcolonial Hong Kong. Diaspora, Indigenous, and Minority Education, 4(1), 17-32.
  • Tsung, L., Clarke, M. (2010). Dilemmas of identity, language and culture in higher education in China. Asia Pacific Journal of Education, 30(1), 57-69.
  • Tsung, L. (2010). Mobile Technologies in Teaching and Learning a Second Language. Journal of Technology and Chinese Language Teaching.
  • Tsung, L., Cruickshank, K. (2009). Mother tongue and bilingual minority education in China. International Journal of Bilingual Education and Bilingualism, 12(5), 549-563.
  • Tsung, L., Qingxia, D. (2005). A Vanishing Language: the Case of Xiandao. International Journal of the Sociology of Language, 2005 (173), 177-186.

2014

  • Tsung, L. (2014). Trilingual Education and School Practice in Xinjiang. In James Leibold and Chen Yangbin (Eds.), Minority Education in China: Balancing Unity and Diversity in an Era of Critical Pluralism, (pp. 161-186). Hong Kong: Hong Kong University Press.

2012

  • Tsung, L., Wang, G., Zhang, Q. (2012). Bilingual education in China: the case of Yunnan. In Gulbahar H. Beckett and Gerard A. Postiglione (Eds.), China's Assimilationist Language Policy: The impact on indigenous/minority literacy and social harmony, (pp. 105-120). Abingdon, Oxfordshire: Routledge imprint of Taylor & Francis.
  • Zhang, Q., Li, J., Tsung, L., Cen, S. (2012). Case Studies on Chinese Learning among Newly Arrived Minority Students in Hong Kong. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 159-181). Hong Kong: Hong Kong University Press.
  • Gao, F., Zhang, Q., Qi, Y., Tsung, L. (2012). Case Study on Minority Students' Chinese Learning in Hong Kong. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 183-197). Hong Kong: Hong Kong University Press.
  • Tsung, L. (2012). Chinese as a Second Language Teaching. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 1-12). Hong Kong: Hong Kong University Press.
  • Zhang, Q., Tsung, L., Cen, S., Fu, A. (2012). Community Characteristics and Culture of Minority Groups in Hong Kong. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 33-52). Hong Kong: Hong Kong University Press.
  • Fu, A., Tsung, L., Gao, F. (2012). Cross-cultural study. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 119-142). Hong Kong: Hong Kong University Press.
  • Cen, S., Tsung, L., Zhang, Q., Li, J. (2012). Curriculum Design and Textbook Development. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 77-97). Hong Kong: Hong Kong University Press.
  • Leong, C., Tsung, L., Tse, S., Shum, M., Ki, W. (2012). Grammaticality judgment of Chinese and English sentences by native speakers of alphasyllabary: a reaction time study. International Journal of Bilingualism, 16(4), 428-445.
  • Tsung, L. (2012). Language and power: Tuanjie hua, an Yi-Han mixed language. International Journal of the Sociology of Language, 2012 (215), 63-77.
  • Qi, Y., Zhang, Q., Tsung, L., Cen, S. (2012). Possible Chinese Learning Channels for Minority Students in Hong Kong: Implications from Second Language Acquisition Theory. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 13-31). Hong Kong: Hong Kong University Press.
  • Tsung, L., Cen, S., Qi, Y., Zhang, Q. (2012). Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices. Hong Kong: Hong Kong University Press.
  • Tsung, L. (2012). Rethinking Multilingual Education for Minority Students in China. In Androula Yiakoumetti (Eds.), Harnessing Linguistic Variation to Improve Education, (pp. 115-138). Bern, Switzerland: Peter Lang Publishing.
  • Fu, A., Tsung, L., Guo, C., Hua, X., Lau, K., Fang, L., Zhang, Y. (2012). School-based Materials (Chinese as a second language): Theories and Approaches to Task-based Instructional Design. In Xijin Xie, Yonghua Qi, Shaoji Cen (Eds.), Teaching & Learning Chinese as a Second Language, (pp. 193-205). Hong Kong: Hong Kong University Press.
  • Tsung, L., Qi, Y., Cen, S. (2012). Teaching Methods that Facilitate Chinese Learning among Minority Students and Learning Assessment. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 99-118). Hong Kong: Hong Kong University Press.
  • Wang, G., Tsung, L., Ki, W. (2012). The pains of Becoming Trilingual in China: An Ethnographic Case Study of a Naxi College Student. The Asia-Pacific Education Researcher, 21(2), 257-266.
  • Tsung, L. (2012). The Prospect of Chinese Learning among Minority Students in Hong Kong. In Tiehua Tsung, Shaoji Cen, Yonghua Qi and Qunying Zhang (Eds.), Researches on Chinese Language Learning among Minority Students in Hong Kong: Theories, Challenges and Practices, (pp. 199-206). Hong Kong: Hong Kong University Press.
  • Shum, M., Gao, F., Tsung, L. (2012). Unlocking the racialized and gendered educational experiences of South Asian females in Hong Kong: the case study of Pakistani girls. Asian Ethnicity, 13(3), 251-262.
  • Tsung, L., Gao, F. (2012). What accounts for the underachievement of South Asians in Hong Kong? The voices of Pakistani and Nepalese parents. Educational Research, 54(1), 51-63.

2011

  • Tsung, L., Cruickshank, K. (2011). Emerging Trends and Issues in Teaching and Learning Chinese. In Linda Tsung & Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 1-10). London: Continuum.
  • Tsung, L., Cruickshank, K. (2011). Minority Education for Exclusion or Access: Teaching Chinese as a Second Language in Xinjiang Uyghur Autonomous Region. In Linda Tsung & Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 97-115). London: Continuum.
  • Shum, M., Gao, F., Tsung, L., Ki, W. (2011). South Asian students' Chinese language learning in Hong Kong: motivations and strategies. Journal of Multilingual and Multicultural Development, 32(3), 285-297.
  • Zhang, Q., Tsung, L., Cruickshank, K., Ki, W., Shum, M. (2011). South Asian Students' Educational Experience and Attainment: Learning Chinese as a Second/Additional Language in Hong Kong. In Linda Tsung & Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 63-80). London: Continuum.
  • Tsung, L., Shum, M., Gao, F. (2011). Teaching and Learning (through) Putonghua: From the Perspective of Hong Kong Teachers. In Linda Tsung & Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 45-61). London: Continuum.
  • Tsung, L., Cruickshank, K. (2011). Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age. London: Continuum.
  • Cruickshank, K., Tsung, L. (2011). Teaching and Learning Chinese: A Research Agenda. In Linda Tsung & Ken Cruickshank (Eds.), Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media Age, (pp. 213-224). London: Continuum.
  • Gao, F., Park, J., Ki, W., Tsung, L. (2011). Teaching Chinese as a second language in China - The cases of South Asians and ethnic Koreans. Linguistics and the Human Sciences, 4(3), 265-288.

2010

  • Tsung, L., Zhang, Q., Cruickshank, K. (2010). Access to Majority Language and Educational Outcomes: South Asian Background Students in Postcolonial Hong Kong. Diaspora, Indigenous, and Minority Education, 4(1), 17-32.
  • Tsung, L., Clarke, M. (2010). Dilemmas of identity, language and culture in higher education in China. Asia Pacific Journal of Education, 30(1), 57-69.
  • Tsung, L. (2010). Mobile Technologies in Teaching and Learning a Second Language. Journal of Technology and Chinese Language Teaching.

2009

  • Tsung, L. (2009). Minority languages, education and communities in China. Basingstoke, Hampshire, UK: Palgrave Macmillan.
  • Tsung, L., Cruickshank, K. (2009). Mother tongue and bilingual minority education in China. International Journal of Bilingual Education and Bilingualism, 12(5), 549-563.
  • Tsung, L. (2009). Zaixianggang huanjingxia de zhongwen dier yuyan jiaoxue: Shaoshu zuyi xuesheng de zhongwen xide yanjiu [Acquisition of Chinese as a second language in Hong Kong: Chinese language studies among ethnic minority students]. In Zhang Bo (Eds.), Butong huanjing xiade hanyu jiaoxue guoji xueshu yantaohui,[ Chinese Teaching and Learning in different Contexts], (pp. 336-351). Beijing: Foreign Language Teaching and Research Press.

2008

  • Tsung, L., Ki, W., Shum, M. (2008). Language situation of South Asian students in Hong Kong. Language Situation in China 2007 Year Book. China: Commercial Press.

2005

  • Tsung, L., Qingxia, D. (2005). A Vanishing Language: the Case of Xiandao. International Journal of the Sociology of Language, 2005 (173), 177-186.
  • Qingxia, D., Tsung, L., Ying, J., Jie, L. (2005). The Studies of the Xiandao Language. China: Central University for Nationalities Press.
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