Jing Hao

Jing Hao

Profesora Asistente

emailjing.hao@uc.cl
phone9 5504 7845

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Estudios

Postdoctorado en Lingüística, Pontificia Universidad Católica de Chile
Postdoctorado en Lingüística, The Hong Kong Polytechnic University
Doctora en Lingüística, University of Sydney, Australia
Magíster en Lingüística Aplicada, University of Sydney, Australia

Líneas de investigación

Systemic Functional Linguistics / Lingüística sistémico funcional
Educational linguistics / Lingüística educacional
Knowledge building through language and other semiotics / Construcción de conocimiento a través del lenguaje y otras semióticas

Proyectos de investigación

“Developing a ‘top-down’ and tri-stratal approach to describing ideational language resources in English and Mandarin Chinese”, FONDECYT de Posdoctorado (N° 3190498), Pontificia Universidad Católica de Chile, Investigadora Principal (03/2019 – 03/2024).
“Developing teaching materials for students English language development from B2 to C1: a genre-based teaching material design in English Language III”, I CONCURSO DE INVESTIGACIÓN, Pedagogía en Inglés para Educación Básica y Media, Pontificia Universidad Católica de Chile, Investigadora Principal (01/2023 – 12/2023).

“Apoyo al rendimiento académico en inglés mediante una intervención en alfabetización integrada”, 34° FONDEDOC, Pontificia Universidad Católica de Chile, Investigadora Principal (01/2022 – 12/2022).

“Investigating linguistic similarities and differences in knowledge building through English and Mandarin Chinese”, The Hong Kong Polytechnic University Postdoctoral Research Scheme (N° 1-ZVGJ), Department of English, The Hong Kong Polytechnic University, Hong Kong, Investigadora Principal (03/2016 – 03/2018).

“The Role of Metaphors in Reasoning”. General Research Fund provided by University Grants Committee (HSEARS20170918002), The Hong Kong Polytechnic University, Hong Kong, asistente de investigación (03/2018 – 08/2018).

“Pedagogies for Knowledge-Building: Investigating subject-appropriate cumulative teaching for twenty-first century school classrooms”, Australian Research Council (ARC)/Discovery Projects (DP130100481), The University of Sydney, Australia. 06/2013 – 11/2015, asistente de investigación (03/2018 – 08/2018).

“Linguistic understanding of live lecturers in tertiary education”, University of Technology, Sydney, Australia, senior asistente de investigación (06/2015 – 11/2015).

“Discourses of Knowledge and Persuasion in Social Practices”, University of Technology, Sydney, Australia, senior asistente de investigación (06/2013 – 12/2013).

“Supporting the development of literacies for learning across key learning areas (ELK) of secondary school through genre-based pedagogy”, National Partnership Grant, Australia. Australian Catholic University, asistente de investigación (02/2012 – 06/2013)

“Targeting low-socioeconomic status first year retention: A multi-tiered focus on academic language and scaffolding”, University of Technology, Sydney, Australia, senior asistente de investigación (04/2011 – 12/2012)

Publicaciones

LIBROS

Hao, J. (2020). Analysing scientific discourse from a Systemic Functional Linguistic perspective: A framework for exploring knowledge-building in biology. London and New York: Routledge. ISBN: 978-0-8153-7499-2 (hbk)
Hao, J. & J. R. Martin (Eds) (2024). The discourse of History: A Systemic Functional Linguistic Perspective. Cambridge University Press.

ARTÍCULOS

Hao, J. & Wang, P. (2022). Chinese Nominal Groups: The Metaphorical Realization of Figures. WORD. 68 (2) [Scopus] Impact Factor: 0.566
Hao, J. (2020). Nominalisation in scientific English: a tristratal perspective. Functions of Language. 27(3), 143-173. https://doi.org/10.1075/fol.16055.hao ISSN 0929-998X [WoS, Scopus] Impact Factor (5 años): 0.945
Dreyfus, S. & Hao, J. (2020). A multi-stratal perspective on circumstantial meaning. Journal of World Languages. 6(1-2), 27-45. https://doi.org/10.1080/21698252.2020.1720159 ISSN: 2169-8260 [Scopus]
Hao, J. & Humphrey, S. L. (2019). Reading nominalizations in senior science. Journal of English for Academic Purposes, 42. https://doi.org/10.1016/j.jeap.2019.100793. ISSN 1475-1585 [WoS, Scopus] Impact Factor: 1.893
Hao, J. & Hood, S. (2019). Valuing science: The role of language and body language in a health science lecture. Journal of Pragmatics, 139, 200-215. https://doi.org/10.1016/j.pragma.2017.12.001. ISSN 0378-2166 [WoS, Scopus] Impact Factor: 1.350
Hao, J. (2018). Reconsidering “cause inside the clause” in scientific discourse – from a discourse semantic perspective in systemic functional linguistics. Text & Talk, 38(5), 520-550. https://doi.org/10.1515/text-2018-0013. ISSN: 1860-7329 [Scopus] Impact Factor: 0.328
Humphrey, S & Hao, J. (2013). Deconstructing Written Genres in Undergraduate Biology. Linguistics and Human Sciences. (Special Edition of the SLATE project). 7 (1-3), 29-53. https://doi.org/10.1558/lhs.v7i1-3.29. ISSN: 1742-2906 [MLA, EBSCO]
Hao, J. & Humphrey, S. (2012). The role of ‘coupling’ in biological research warrant. Linguistics and the Human Sciences. 5(2), 169-194. https://doi.org/10.1558/lhs.v5i2.169 ISSN: 1742-2906 [MLA, EBSCO]

CAPÍTULOS DE LIBROS

Hao, J. & Martin, J. R. (2024a). Building Historical Knowledge through Language: A Systemic Functional Linguistic Perspective. In J. Hao & J. R. Martin (eds). The Discourse of History: A Systemic Functional Linguistic Perspective. Cambridge University Press. ISBN: 9781009024884
Hao, J. & & Martin, J. R. (2024b). Cultivating a Critical Gaze: Managing Technicality in Ancient History Teaching. In J. Hao & J. R. Martin (eds). The Discourse of History: A Systemic Functional Linguistic Perspective. Cambridge University Press. ISBN: 9781009024884
Hao, J. & Martin, J. R. (2024c). Cultivating the Value of Democracy in History Teaching. In J. Hao & J. R. Martin (eds). The Discourse of History: A Systemic Functional Linguistic Perspective. Cambridge University Press. ISBN: 9781009024884
Hao, J. & Wang, P. (2024). Describing and taxonomising the Phenomena of a Glorias Past. In J. Hao & J. R. Martin (eds). The Discourse of History: A Systemic Functional Linguistic Perspective. Cambridge University Press. ISBN: 9781009024884
Barahona, M. & Hao, J. (2024). Moving beyond vocabulary: EFL preservice teachers’ challenges integrating content and language. In Y. Ruiz de Zarobe and D. Banegas (eds). CLIL in South America: Characterization, implementation and teacher education. Springer.
Hao, J. (2022) Analysing knowledge building through language: a case in Mandarin Chinese. in Caldwell, D., Martin, J.R. & Knox, J. (eds) Developing Theory: A Handbook in Appliable Linguistics and Semiotics. London: Bloomsbury.
Knox, J. & Hao, J. (2022) Multimodality and Systemic Functional Analysis. in Carol A. Chapelle (ed) The Encyclopaedia of Applied Linguistics. Blackwell Publishing Ltd. ISBN: 9781119147367
Hao, J. (2021). Building taxonomy in undergraduate biology. in Maton, K., Martin, J.R. & Doran, Y.J. (eds) Studying Science: Knowledge, Language, Pedagogy. (pp. 134-161). London: Routledge. ISBN: 978-0-815-35576-2 (hbk)
Hao, J. (2020). Construing ‘implication’ relations in scientific activities through Mandarin Chinese. in J. R. Martin, Y. J. Doran, & G. Figueredo (Eds.), Systemic Functional language description: making meaning matter. (pp. 238-272). London: Routledge. ISBN: 978-0-8153-9508-9 (hbk)
Hood, S. & Hao, J. (2021). Grounded learning: the complementarity of verbiage and paralanguage in teaching science. in Maton, K., Martin, J.R. & Doran, Y.J. (Eds) Studying Science: Knowledge, Language, Pedagogy. (pp. 226-256). London: Routledge. ISBN: 978-0-815-35576-2 (hbk)
Humphrey, S. & Hao, J. (2019). New descriptions of metalanguage for supporting English Language Learners’ writing in the early years of science: A discourse perspective. in de Oliveira, Luciana C. (Ed) The Handbook of TESOL in K-12. (pp. 213-130). Hoboken, NJ: Wiley-Blackwell. ISBN: 9781119421740
Humphrey, S., Hao, J. & Rose, D. (2020). Launching research: A Martinian perspective on science pedagogy. in Zappavigna, M. & Dreyfus, S. (Eds) Discourses of Hope and Reconciliation. (pp. 85-108). London: Bloomsbury. ISBN: 978-1-3501-1606-1