Professor of Second Language and Literacy

Department of Teacher Education

College of Education, Michigan State University





























Dr. Guofang Li is a professor of second language and literacy education in the Department of Teacher Education, Michigan State University. She received her Ph.D. from the University of Saskatchewan in 2000 and was a post-doctoral fellow (SSHRC) at the University of British Columbia during 2000-2001. Prior to joining MSU, she was an assistant professor at the University at Buffalo, where she was a recipient of the 2004 Outstanding Young Investigator Award. Her research interests focus on three interrelated areas of concerns: a) Asian immigrant children's home literacy practices; b) cultural conflicts and

educational dissensions between Asian immigrant parents and mainstream schools/teachers regarding literacy learning and instruction; and c) Asian children's social processes of learning, especially the impact of the "model minority" myth, social class, and cultural identity on language and literacy development. Dr. Li’s publications include six books and a monograph. These are: Multicultural families, home literacies, and mainstream schooling. (Information Age Publishing, 2009), Model minority myths revisited: An interdisciplinary approach to demystifying Asian American education experiences (co-editor, Information Age Publishing, 2008), Culturally contested literacies: America’s “rainbow underclass” and urban schools (Routledge, 2008), Culturally Contested Pedagogy: Battles of Literacy and Schooling between Mainstream Teachers and Asian Immigrant Parents (SUNY Press, 2006), “East is east, west is west”? Home literacy, culture, and schooling (Peter Lang, 2002), “Strangers” of the Academy: Asian Women Scholars in Higher Education (co-editor, Stylus, 2006), and a monograph entitled, Asian-American education across the Class Line: A Multi-site Report (GSE Publications/SUNY Press, 2005).

Her work has also appeared in many top-tier journals including Journal of Literacy Research, Anthropology & Education Quarterly, Canadian Journal of Education, KEDI Journal of Educational Policy, TESL Canada Journal, McGill Journal of Education, and Canadian Children. Four of her articles are also in press in British Journal of Sociology of Education, The School Community Journal, Journal of Literacy Teaching and Learning, and Journal of Early Childhood Literacy.

Dr. Li is working on two more co-edited volumes. One volume is on Best Practices in ELL Instruction (Guilford Press) which will provide up-to-date research-informed best practices in teaching English language learners (ELLs) in K-12 public school settings. The volume will address not only best strategies that work for multilingual students and those with special needs at both elementary and secondary levels but also programmatic and socio-cultural issues such as how to build school-home-community partnerships, ELL program models, and professional development models for teachers of ELLs. She is also working with a group of world renowned scholars on a Handbook of Asian Education: A Cultural Perspective (Routledge).