Before joining The University of Nottingham Ningbo, China, I have been serving as Post-doctoral Fellow at The University of Hong Kong after completing my PhD studies there. My research interests are mainly in the areas of systemic functional linguistics and its application in English language education, multimodality, genre-based pedagogy, and discourse analysis.
My current work on contextualisation, learning styles and scaffolding within L2 contexts is concerned with exploring the connections between visual, spatial and verbal resources in learners' engagements with texts. With a focus on developing diagnostic tools and strategies, it draws attention to meaning relations that may, often unexpectedly, prove to be difficult or problematic for certain learners. Based on the data collected from classroom video-recording, direct ethno-observation, interviews, and transcriptions, the approach which views reading and writing, as integrated, inseparable activities/processes, and not merely as final products, thus provides a good marriage between learners' and researchers' perspectives.
ES2E17 Business Communication (Convenor)
ES3001 Sociolinguistics (Convenor, team-taught)
ES1C02 Introduction to Linguistics (team-taught)
Published Journal Articles and Edited Conference Proceedings
Shum, M.S.K., & Shi, D. (2017). “Reading to Learn, Learning to Write” Pedagogy: How Effective is it on Teaching Narrative Writing to Non-Chinese Speaking Students? Linguistics and Literature Studies, 5 (3), 198-206.
Shi, D. & Shum, M. S. K. (Accepted). Understanding teacher’s languaging dynamics for the effectiveness of Chinese language teaching to non-Chinese speaking students in Hong Kong. In Shum, M. S. K., & Mickan, P. (Eds.) Researching Chinese Language Education from Functional Linguistic Perspectives. UK: Routledge Taylor & Francis Group.
Shi, D. & Shum, M. S. K. (2016). Effectiveness of “Reading to Learn, Learning to Write” Pedagogy (R2L) in Teaching Chinese to Non-Chinese Speaking (NCS) Primary School Students in Hong Kong. Journal of Education in Chinese Characters and Classics, 40, 157-170.
Shum, M. S. K., TAI, C. P., & Shi, D. (2016). Using ‘Reading to Learn, Learning to Write’ Pedagogy to Teach Discussion Genre to Non-Chinese Speaking Students in Hong Kong. International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2016.1159653.
Shum, M.S.K., & Shi, D. (2016). The effectiveness of using “reading to learn, learning to write” pedagogy in teaching Chinese to non-Chinese speaking students in Hong Kong. International Journal of Language Studies, 10(3), 43-60.
Shum, M.S.K., Lau, K.L. & Shi, D. (2015).The Effectiveness of Using ‘Reading to Learn’ Pedagogy in Teaching China’s Poverty Issues in the IBDP Second Language Chinese Classroom. In Hill, I., & M. S. K. Shum (Eds.) Infusing IB Philosophy and Pedagogy into Chinese Language Teaching(pp. 195-214). Woodbridge, U.K.: John Catt Educational Limited.
Shi, D. (2014). De-egocentricity and socialization: A study of Hinton’s The Outsiders. Theory and Practice in Language Studies, 4(4), 668-674.
Shi, D. (2013). Teacher-student interaction in novel and poetry classrooms in the Hong Kong tertiary setting. Theory and Practice in Language Studies, 3(11), 1975-1982.
Shi, D. (2013). A review of the development of classroom discourse research. Research Studies in Education, Volume 11, 68-76.
Shi, D., Lockey, H., & Lau, K. Y. (Eds.). (2013). Research studies in education (Volume 11). Faculty of Education, The University of Hong Kong.
Shi, D. (2011). A critical inquiry into the task design of a Hong Kong junior secondary school English textbook. Research Studies in Education, Volume 9, 40-59.
Shi, D., Lockey, H., & Lau, K. Y. (Eds.). (2011). Research studies in education (Volume 9). Faculty of Education, The University of Hong Kong.
Published Translation Work
2007 My translation of the preface, contents, and postscript in the Collection of Mr. Bi Rui’s Paintings was published by Shanghai People’s Fine Arts Publishing House.
Shum, M.S.K. & Shi, D., (July-August, 2015), Effectiveness of R2L pedagogy in teaching practical Chinese writing to South Asian ethnic minority students in Hong Kong. 42nd International Systemic Functional Congress. RWTH Aachen University, Germany.
Shum, M. S. K. & Shi, D., (July, 2015), The effectiveness of R2L pedagogy in improving non-Chinese speaking students’ (Primary level) Chinese language proficiency in Hong Kong. 6th International Conference on Han Characters Education and Research. Zhejiang International Studies University.
Shi, D., (June, 2014), Understanding literature via first-order languaging dynamics. Finding common ground: Social, ecological, and cognitive perspectives on language use. University of Connecticut, Storrs, CT, USA.
Shi, D., (December, 2013). Shaping pedagogic discourse through decontextualization and recontextualization in the L2 tertiary literature classrooms. Postgraduate Research Conference 2011-2012, Hong Kong.
Shi, D., (May, 2012). Pedagogic recontextualization of literary texts in L2 tertiary settings. Postgraduate Research Conference 2011-2012, Hong Kong.
Shi, D., (September, 2012). A distributed view of the pedagogic recontextualization of literary texts in L2 tertiary settings. First International Conference on Interactivity, Language and Cognition, Odense, Denmark.
Shi, D., (October, 2012). An adopted model of spoken discourse in teacher-student interaction in novel, short story, and poetry classrooms in the Hong Kong tertiary settings. The first Morrison Hall Academic Symposium, Hong Kong.