Dr Hongzhi (Veronica) Yang

PhD(Education)(UNSW), GradCert(Higher Education)(Sydney Universitiy), GradDip(SecondaryTeaching)(UNSW)
Languages Curriculum Units coordinator and lecturer
Research Progress Manager

Member of China Studies Centre

A35 - Education Building
The University of Sydney

Telephone +61 2 86274282

Biographical details

Hongzhi (Veronica) is a Scholarly Teaching Fellow in the Faculty of Education and Social Work with a specialisation in Language education in the LOTE program. She obtained her PhD in Education and Graduate Diploma in secondary teaching at the University of New South Wales, Australia. Her PhD research was about teacher mediated agency in responding to educational reform in China. Her research/pedagogical interests include language teaching, teacher education and professional learning, TESOL, sociocultural theory, activity theory, and language assessment. She also has experience teaching Chinese and ESL in high schools, community language schools and primary schools in Australia. In addition, she taught EFL in a Chinese university for eight years.

Research interests

Language education

· Language teaching

· Language Assessment

Research on Teaching and Learning

· Teacher education and professional learning

. Teacher emotion and cognition

Sociocultural theory and activity theory

Teaching and supervision

Masters coordination and teaching:

EDMT5611 Languages Curriculum 1

EDMT5612 Languages Curriculum 1 (additional)

EDMT5661 Languages Curriculum 2

EDMT5662Languages Curriculum 2 (additional)

EDMT6611Languages Curriculum 3

EDMT6612 Languages Curriculum 3 (additional)

Undergraduate coordination and teaching:

EDSE3047 Teaching Languages 1A

EDSE3048Teaching Languages 1B

EDSE3065Teaching Languages 2A

EDSE3071Teaching Languages 2B

EDSE4030Teaching Languages 3A

EDSE4031Teaching Languages 3B

EDUP 4007 Primary Languages A

EDUP 4008 Primary Languages B

Doctoral and Master supervision

Current research students

Project title Research student
Chinese language and culture curriculum for overseas students in China: content, pedagogy and process Winnie ZHOU

Current projects

2018: Project leader in the Educational Innovation Grant, the DVC, Sydney Universitiy.

2017:The External Engagement Accelerator Grant, FASS

2017: Chief Investigator in the FASS Research Incubator Project

2016: Co-investigator in Faculty Research Project: An Australian Passport for Languages: Researching Languages Outcomes

Associations

Member of MLTANSW

Member of CLTANSW

Member of ATESOL

Member of the China Studies Centre

Awards and honours

2018: The Educational Innovation Grant, the DVC, Sydney Universitiy.

2017: The External Engagement Accelerator Grant, FASS

2017: The FASS Research Incubator Project funding, the University of Sydney

2016: Faculty Research Grant, FESW, the University of Sydney

2011: Postgraduate Research Student Support funding, UNSW

2011: Conference organizing funding from the School of Education, UNSW

2010: FASS external and essential research funding, UNSW

2009 to 2012: The University International Postgraduate Award (UIPA), UNSW

Selected publications

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Books

  • Yang, H. (2015). Teacher Mediated Agency in Educational Reform in China. Cham: Springer.

Book Chapters

  • Yang, H. (2013). Activity Theory and SLA. In P. Robinson (Eds.), The Routledge encyclopedia of second language acquisition, (pp. 8-10). New York: Routledge. [More Information]
  • Yang, H., Bernat, E. (2012). Innovating EFL Teaching of Reading: An Activity Theory Perspective on Chinese Teachers' Readiness to Adapt to Educational Reform. In T. Muller, S. Herder, J. Adamson, P. S. Brown (Eds.), Innovating EFL teaching in Asia, (pp. 162-176). Basingstoke, UK: Palgrave Macmillan. [More Information]

Conferences

  • Yang, H. (2017). A Comparative study of senior high school Chinese language curriculum in NSW and Shanghai. CLTFA National Conference, Sydney.
  • Yang, H., Nguyen, H. (2017). Learning to become a TESOL teacher in Australia: A study of preservice teachers? Identity development. ALANZ / ALAA / ALTAANZ Conference 2017, Auckland.
  • Nguyen, H., Yang, H. (2017). Learning to become a TESOL teacher in Australia: A study of preservice teachers? Relational identity development. ECER Conference, Copenhagen, Denmark.
  • Yang, H. (2017). Same language, different legitimacy: Comparing Chinese language curricula in Australia and China. LCT Centre Roundtable, The University of Sydney.
  • Yang, H. (2017). The nexus of language pre-service teachers? Emotion and cognition during the practicum. ALANZ / ALAA / ALTAANZ Conference 2017, Auckland.
  • Yang, H. (2017). Theory, practice and emotional experience: A sociocultural perspective on pre-service teachers' mediated agency in the process of learning to teach. Research Seminars in TESOL and Language Studies, The University of Sydney.
  • Yang, H. (2016). A Comparative study of Chinese and Australian senior high school curricula. 2016 OCIES Conference, The University of Sydney.
  • Yang, H. (2016). A sociocultural perspective on preservice teacher mediated agency in applying theory into practice. 11th TESOL Research Network Colloquium, The University of Sydney.
  • Yang, H. (2016). Epistemological gaps and similarities: A Comparative study of Chinese and Australian senior middle school curricula. Research Forum on Chinese Language, Literature, Culture and Education, The University of Sydney.
  • Yang, H. (2014). Exploring pre-service teacher mediated agency through self-reflective study. 4th Congress of the International Society for Cultural and Activity Research, Sydney.
  • Yang, H. (2012). Case study: An Activity Theory perspective on Chinese teachers' agency in responding to educational reform. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Yang, H. (2011). Are you ready for changes? Case study on Chinese teachers’ readiness to adapt to educational reform. 3rd International Conference on Language, Education and Diversity (LED 2011), Auckland, New Zealand: University of Auckland.
  • Yang, H. (2011). Case Study: Chinese EFL teacher’s and learners’ beliefs within an activity theory framework. The 5th Annual International Free Linguistics Conference, Sydney.
  • Yang, H. (2011). Innovating EFL teaching of reading: An Activity Theory perspective on Chinese teachers’ readiness to adapt to educational reform. British Educational Research Association (BERA) Annual Conference 2011, London.
  • Yang, H. (2010). Analysis of Chinese EFL teachers’ readiness to adapt reading strategy instruction to the new educational reform at tertiary level. 2010 NSW IER postgraduate research conference, Sydney.
  • Yang, H. (2010). Analysis of Chinese EFL teachers’ readiness to adapt reading strategy instruction to the new educational reform at tertiary level. 4th Annual International Free Linguistics Conference, Sydney.

2017

  • Yang, H. (2017). A Comparative study of senior high school Chinese language curriculum in NSW and Shanghai. CLTFA National Conference, Sydney.
  • Yang, H., Nguyen, H. (2017). Learning to become a TESOL teacher in Australia: A study of preservice teachers? Identity development. ALANZ / ALAA / ALTAANZ Conference 2017, Auckland.
  • Nguyen, H., Yang, H. (2017). Learning to become a TESOL teacher in Australia: A study of preservice teachers? Relational identity development. ECER Conference, Copenhagen, Denmark.
  • Yang, H. (2017). Same language, different legitimacy: Comparing Chinese language curricula in Australia and China. LCT Centre Roundtable, The University of Sydney.
  • Yang, H. (2017). The nexus of language pre-service teachers? Emotion and cognition during the practicum. ALANZ / ALAA / ALTAANZ Conference 2017, Auckland.
  • Yang, H. (2017). Theory, practice and emotional experience: A sociocultural perspective on pre-service teachers' mediated agency in the process of learning to teach. Research Seminars in TESOL and Language Studies, The University of Sydney.

2016

  • Yang, H. (2016). A Comparative study of Chinese and Australian senior high school curricula. 2016 OCIES Conference, The University of Sydney.
  • Yang, H. (2016). A sociocultural perspective on preservice teacher mediated agency in applying theory into practice. 11th TESOL Research Network Colloquium, The University of Sydney.
  • Yang, H. (2016). Epistemological gaps and similarities: A Comparative study of Chinese and Australian senior middle school curricula. Research Forum on Chinese Language, Literature, Culture and Education, The University of Sydney.

2015

  • Yang, H. (2015). Teacher Mediated Agency in Educational Reform in China. Cham: Springer.

2014

  • Yang, H. (2014). Exploring pre-service teacher mediated agency through self-reflective study. 4th Congress of the International Society for Cultural and Activity Research, Sydney.

2013

  • Yang, H. (2013). Activity Theory and SLA. In P. Robinson (Eds.), The Routledge encyclopedia of second language acquisition, (pp. 8-10). New York: Routledge. [More Information]

2012

  • Yang, H. (2012). Case study: An Activity Theory perspective on Chinese teachers' agency in responding to educational reform. 2012 Joint International Conference of the Australian Association for Research in Education (AARE) and the Asia Pacific Educational Research Association (APERA), Sydney: Australian Association for Research in Education (AARE).
  • Yang, H., Bernat, E. (2012). Innovating EFL Teaching of Reading: An Activity Theory Perspective on Chinese Teachers' Readiness to Adapt to Educational Reform. In T. Muller, S. Herder, J. Adamson, P. S. Brown (Eds.), Innovating EFL teaching in Asia, (pp. 162-176). Basingstoke, UK: Palgrave Macmillan. [More Information]

2011

  • Yang, H. (2011). Are you ready for changes? Case study on Chinese teachers’ readiness to adapt to educational reform. 3rd International Conference on Language, Education and Diversity (LED 2011), Auckland, New Zealand: University of Auckland.
  • Yang, H. (2011). Case Study: Chinese EFL teacher’s and learners’ beliefs within an activity theory framework. The 5th Annual International Free Linguistics Conference, Sydney.
  • Yang, H. (2011). Innovating EFL teaching of reading: An Activity Theory perspective on Chinese teachers’ readiness to adapt to educational reform. British Educational Research Association (BERA) Annual Conference 2011, London.

2010

  • Yang, H. (2010). Analysis of Chinese EFL teachers’ readiness to adapt reading strategy instruction to the new educational reform at tertiary level. 2010 NSW IER postgraduate research conference, Sydney.
  • Yang, H. (2010). Analysis of Chinese EFL teachers’ readiness to adapt reading strategy instruction to the new educational reform at tertiary level. 4th Annual International Free Linguistics Conference, Sydney.

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