Dongbo Zhang

Assistant Professor
(PhD, Carnegie Mellon)
Department of Teacher Education
333 Erickson Hall, 620 Farm Lane
Michigan State University
East Lansing, MI 48824
Tel (office): 517-353-4541
Department of Teacher Education                  
College of Education
Michigan State University

I am an Assistant Professor in the Department of Teacher Education, Michigan State University, where I also coordinate the Chinese Teacher Certification Program and am in charge of the College of Education's Graduate Certificate in English Language Learner Education. I am also an affiliated faculty of the Second Language Studies Doctoral Program in the College of Arts and Letters. In the Department of Teacher Education, I teach both teacher preparation courses and courses for students in the MATC (Master of Arts in Teaching and Curriculum) and CITE (Curriculum, Instruction, and Teacher Education) doctoral program; and supervise doctoral students in language and literacy education. If you are considering doctoral studies in language and literacy education, particularly second language or bilingual reading development and instruction, I welcome you to contact me and discuss your interests.

I am interested in vocabulary and reading acquisition in a second language, biliteracy acquisition, and other theoretical as well as practical issues of language and literacy education. My research regards language and literacy acquisition as a cognitive endeavor situated in social context, and highlights that development of learner-internal competencies necessitates learner-external support. My recent research explored the impact of home literacy environment on the development of reading and its related skills in bilingual children, teacher questioning in constructing opportunities for second language learning, cross-linguistic transfer of metalinguistic awareness in biliteracy acquisition, among other topics. I have experience of working with second language/bilingual learners as well as teachers in diverse contexts, including China, Singapore, and the United States. My research employs a variety of methods and paradigms, such as discourse analysis, (quasi-)experiment, questionnaire survey, longitudinal growth modeling,

Selected Publications

Liu, Y., & Zhang, D. (2006). ICT and Chinese literacy education: Recent developments in China. In M. McKenna, L. D. Labbo, R. Kieffer, & D. Reinking (Eds.), International Handbook of Literacy and Technology, Vol II (pp. 193-208). Mahwah, NJ: Lawrence Erlbaum Associates.

Zhang, D., Zhao, S., & Goh, H.-H. (2008). Teacher questioning and opportunities of Chinese Language learning: A sociocultural approach. Journal of Chinese Language Teachers Association, 44, 81-101.

Zhang, D., & Yu, Y. (2008). Context of learning and requesting in Chinese as a Second Language: An exploratory study of Chinese learning in Study Abroad and At Home Contexts. Journal of the Chinese Language Teachers Association, 43, 73-92.

Zhang, D., & Koda, K.  (2011). Home literacy environment and word knowledge: A study of young learners of Chinese as a Heritage Language. Bilingual Research Journal, 34, 4-18.

Zhang, D., & Koda, K. (2012). Contribution of morphological awareness and lexical inferencing ability to L2 vocabulary knowledge and reading comprehension: Testing direct and indirect effects. Reading and Writing: An Interdisciplinary Journal, 25, 1195-1215.

Zhang, D. (2012). Vocabulary and grammatical knowledge in L2 reading comprehension: A structural equation modeling study. The Modern Language Journal, 96, 554-571.

Zhang, D. (2012). Chinese primary school EFL curriculum reform. In C. Leung & J. Ruan (Eds.), Perspectives on teaching and learning English literacy in China (pp. 71-88). Dordrecht, Netherlands: Springer.

Zhang, D. (2013). Linguistic distance effect on cross-linguistic transfer of morphological awareness. Applied Psycholinguistics, 34, 917-942.

Zhang, D., & Koda, K. (2013). Morphological awareness and reading comprehension in a second language: A study of Chinese learners of English as a Foreign Language. System, 41, 901-913.

Zhang, D., & Koda, K. (2014). Awareness of derivation and compounding in Chinese-English biliteracy acquisition. International Journal of Bilingual Education and Bilingualism, 17, 55-73. DOI:10.1080/13670050.2012.736949

Zhang, D., Koda K., & Sun, X. (2014). Morphological awareness in biliteracy acquisition: A study of young Chinese EFL readers. International Journal of Bilingualism. doi: 10.1177/1367006912450953

Koda, K., Lu, C., & Zhang, D. (2014). Cross-linguistic transfer in biliteracy development in Chinese and English. In X. Chen, Q. Wang, & Y. C. Luo (Eds.), Reading development in monolingual and bilingual Chinese children (pp. 141-169). New York: Springer.

Zhang, D., Zhao, S., & Li, L. (2014). Teachers’ perceptions and use of Information and Communication Technologies (ICT) in Chinese language education. In S. Li & P. Swanson (Eds.), Engaging language learners through technology integration: Theory, applications, and outcomes (pp. 239-258). Hershey, PA: IGI Global.

Lu, C., Koda, K., Zhang, D., & Zhang, Y. (2015). Effects of semantic radical properties on character meaning extraction and inference. Writing Systems Research, 7, 169-185.

Zhang, D., Koda, K., & Leong, C. K. (2016). Morphological awareness and bilingual word learning: A longitudinal Structural Equation Modeling study. Reading and Writing: An Interdisciplinary Journal, 29, 383-407.

Zhang, D., & Li, L. (2016). Teaching of derivational morphology and Singaporean children’s English word learning. In R. E. Silver & W. D. BokHorst-Heng (Eds.), Quadrilingual education in Singapore: Pedagogical innovation in language education (pp. 199-218). Dordrecht, Netherlands: Springer.

Zhang, D., Li, L., & Zhao, S. (2016). Testing writing in Chinese as a Second Language: An overview of research. In V. Aryadoust & J. Fox (Eds.), Current trends in language testing in the Pacific Rim and the Middle East: Policies, analysis, and diagnosis. Cambridge: Cambridge Scholars Publishing.

Zhang, D. (in press). Morphology in Malay-English biliteracy acquisition: An intervention study. International Journal of Bilingual Education and Bilingualism. DOI:10.1080/13670050.2015.1026873

Zhang, D. (in press). Derivational morphology in reading comprehension of Chinese-speaking learners’ English. Applied Linguistics. doi:10.1093/applin/amv072

Liu, H., Lin, C.-H., Zhang, D., & Zheng, B. (forthcoming). Language teachers’ perceptions of barriers to instructional use of technology. In C.-H. Lin, D. Zhang, & B. Zheng (Eds.), Preparing foreign language teachers for next-generation education. Hershey, PA: IGI Global.

Courses Taught

TE894 Lab and Field Instruction in Curriculum, Teaching, and Schooling (CTCP)
TE846 Accomodating Differences in Literacy Learners (MATC)
TE946 Current Perspectives on Literacy Research and Instruction (CITE)
TE904 ELL/ESL Research and Practice: K-12 (CITE)