北京外国语大学中国外语与教育研究中心兼职研究员。
普渡大学博士，现任美国公立常春藤佛罗里达大学教育学院正教授、博导、语言和读写教育专业负责人。主要研究方向: 语言和读写教育、英语教师教育、功能语言学。共发表百余篇论文及著作。先后在本专业及相关专业的20多种国内外著名刊物上担任专栏主编、编委、及特约审稿员。曾获普渡大学教育学院杰出博士论文奖、美国英语教师协会科研新星奖、佛罗里达大学年度优秀教师奖、佛罗里达大学科研基金会教授奖、及佛罗里达大学杰出教授奖。主持和参加过美国教育部、美国国家科学基金会、中国教育部人文社科基金、佛罗里达州教育厅、行业协会及私人基金会等机构资助的多项科研及师资培训项目。多次应邀到国内外著名高校讲学。
University of Florida Professor 2008 - present
Courses Taught (2014-2017)
Foundations of Literacy (doctoral level)
Discourse Analysis for Literacy Research and Instruction (doctoral level)
Language and Literacies Across Academic Disciplines (doctoral level)
Writing for Academic Purposes (doctoral level)
Teaching Reading in Elementary Schools (master level)
Teaching Reading in Secondary Schools (master level)
Major Research Projects (2014-2017)
Project: College English Curriculum and Faculty Development: A Genre-Based Approach (GBP理论视域下的大学英语课程建设与教师发展同构模式研究)
PI: Dr. Cuiying Li (Chongqing Jiaotong University)
Source: Social Sciences and Humanities Research Fund, China Ministry of Education
Amount: ￥80,000
Duration: 2016-2019
My Role: Co-PI
Project: Writing for English Language Learners: Exploring the Relationship Between Writing Instruction and Student Outcomes
PI: Dr. Mileidis Gort (Ohio State University)
Source: Institute of Education Sciences, U.S. Department of Education
Amount: $1,420,910
Duration: 2014-2017
My Role: Consultant (functional linguistics and writing assessment)
Project: Collaborative Research: Multimedia Engineering Notebook Tools to Support Engineering Discourse in Urban Elementary School Classrooms
PI: Dr. Kristen Wendell (University of Massachusetts Boston)
Source: National Science Foundation
Amount: $211,073
Duration: 2014-2017
My Role: Consultant (disciplinary literacy)
Project: Advancing the Development of Preservice Teachers
PI: Dr. Elizabeth Bondy (University of Florida)
Source: Florida Department of Education
Amount: $2,718,695
Duration: 2015-2018
My Role: Collaborator (disciplinary literacy)
Publications (2014-2017)
Book Chapters
Fang, Z. (2017). Academic language. In J. Liontas (Ed.), TESOL encyclopedia of English language teaching. New York: Wiley & TESOL.
Fang, Z., Adams, B., Li, C., Gallingane, C., Jo, S., Fennessy, M., & Chapman, S. (2017). Supporting ELLs in learning to write scientifically: A genre-based approach. In M. Daniel (Ed)., Planning instruction for English learners: Culture, language and curricular choices. New York: Rowman & Littlefield.
Fang, Z. (2016). Academic language and subject area learning. In K. Hinchman & D. Appleman (Eds.), Adolescent literacy handbook of practice-based research (pp. 323-340). New York: Guilford.
Fang, Z., & Chapman, S. (2015). Enhancing English learners’ access to disciplinary texts through close reading practices. In M. Daniel & M. Kouider (Eds.), Research and practice that makes a difference in English learners’ success (pp. 3-18). New York: Rowan & Littlefield.
Fang, Z. Eutsler, L., Chapman, S., & Qi, Y. (2015). Using eReaders to enhance literacy instruction in content areas. In T. Rasinski, K. Pytash, R. Ferdig (Eds.), Using technology to enhance reading: Innovative approaches to literacy instruction (pp. 156-163). Bloomington, IN: Solution Tree.
Refereed Journal Articles
Fang, Z. (2016). Text complexity in the Common Core State Standards: A linguistic critique. Australian Journal of Language and Literacy, 39(3). 195-206.
Fang, Z. (2016). Teaching close reading with complex texts across content areas. Research in the Teaching of English, 51(1), 106-116.
Fang, Z. (2015). Review of Erik Knain’s Scientific Literacy for Participation: A Systemic Functional Analysis of School Science Discourses. Science Education, 99 (5), 1019-1022.
Fang, Z. (2015). Writing a report: A study of preadolescents’ use of informational language. Linguistics and the Human Sciences, 10(2), 103-131.
Fang, Z., Ferdig, R., Wang, Z., & Trutschel, B. (2014). Middle school students’ reading responses: A linguistic perspective. Writing & Pedagogy, 6(3), 531-553.
Fang, Z., Sun, Y., Chiu, C., & Trutschel, B. (2014). Inservice teachers’ perception of a language-based approach to content area reading. Australian Journal of Language and Literacy, 37(1), 55-66.
Fang, Z. (2014). Preparing content-area teachers for disciplinary literacy instruction: The role of literacy teacher educators. Journal of Adolescent and Adult Literacy, 57(6), 444-448.
Invited Refereed Articles
Fang, Z., Adams, B., Kohnen, A., & Cuiying Li (pending). Using a SFL-informed pedagogical heuristic to support critical literacy development in science. English Teaching: Practice & Critique.
Fang, Z., Park, J., & Gresser, V. (pending). Academic language in adolescents’ informational writing. Reading and Writing (Special Issue on Writing the Academic Language).
