Jingzi (Ginny) Huang

Contact Information

Education

• Ph. D., Curriculum and Instruction in Second Language Education, University of British Columbia, Canada
• MA, English Education and English as a Second Language Education, University of British Columbia, Canada
• MEd, English as a Foreign Language Education, Beijing Normal University, China
• BA, English LIterature, Beijing Normal University, China

Professional/Academic Experience

• 2011-Present University of Northern Colorado, Professor, Language Education
• 2011-Present, University of Northern Colorado, Associate Dean, College of Education and Behavioral Sciences
• 2011-Present University of Northern Colorado, Director, School of Teacher Education
• 2006-2011 Monmouth University, Associate Professor, Curriculum and Instruction
• 2006-2011 Monmouth University, Chair, Curriculum and Instruction
• 2006-2011 Monmouth University, Director, LMS Academic Support Services 

Research/Areas of Interest

Second and foreign language education; systematic integration of language and content; language and literacy skills development in school content areas; classroom discourse analysis; quality teacher education for diverse student populations; professional development for teachers working with ESL/EFL students.

Publications/Creative Works

Huang, J. & Laskowski, T. (2014). Development of Linguistic Sensitivity of ESL Teacher Candidates for Linguistically Responsive Instruction. The International Journal of Learning Literacies, 20 (2), pp. 29-50.

Huang, J. & Mohan, B. (2009). Talking and Writing Math - A students' perspective in a secondary math class. The International Journal of Learning 16 (5), pp. 1-21.

Huang, J. & Normandia, B. (2008). Linguistic Resources Cues Signaling Conceptual Knowledge Crucial for Solving Word Problems. In Nona Norgaard, (Ed.) Systemic Functional Linguistics in Use: Odense Working Papers in Language and Communication, 29, pp. 400-419.

Huang, J. & Barrea-Marlys, M. (2008). Gains and Challenges int he National Accreditation Process: A Case Study. International Journal of Learning 15 (8), pp. 57-64

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