About

Dr. Fu is Professor in the area of literacy with a specialty in writing and literacy instruction for new immigrants. She has had extensive experience of working in high poverty low performing K-12 public schools in New York City populated with new immigrant children and youths, among whom 250 languages are spoken. Working in NYC school districts, Dr. Fu was involved with literacy program development, reform, adaptation and implementation to meet the needs of those students with little home support. She has been a consultant across the nation: giving keynote/feature speeches and workshops to school districts in many states, and working closely with classroom teachers in search of effective ways to improve the outcomes of low achieving students. Recently she has given speeches and workshops on ELLs issue in several Asian countries. In addition, she has had extensive experience with working with communities and families of new immigrant families. She serves on Distinguished Advisory Committee of NYC Urban Teacher Institute, the National Advisory Board for the CUNY-New York State Initiative on Emergent Bilinguals and on the Advisory Committee for English language learners of Pearson Publishers and American College Testing (ACT). In addition, she is a member of NCTE (National Council of Teachers of English) Elementary Steering Committee and program chair of Division G at AERA (American Education and Research Association). She was column-editor of National Association of Bilingual Education Journal, and serves on the review boards of five top journals in the field such as Reading Research Quarterly and Language Arts. Her scholarly and inservice work has been published as five books and over eighty chapters, journal articles and book reviews. At the university, she teaches language arts methods course for diverse learners to preservice teachers and conducts seminars on Literacy, Family, Culture and Composition Theory and Practice to graduate students. Dr. Fu is the first recipient of Scholarship of Engagement Award in the UF College of Education, won UF COE Graduate Teacher of the Year award in 2007. She was presented with an honorary doctoral degree of Humane Letters by DePaul University in Chicago and an honorary Professorship by China Women University and Jingling College, Nanjing University in People's Republic China due to her outstanding scholarly and service contribution to the improvement of literacy education for immigrant children and English language learners and research in writing in cross-cultural contexts.

Research Interests

Adolescent Literacy, Bilingual / Bicultural Education, Diverse Learners, ESOL, Education Types, Educational Studies, Language, Language and Literacy Development, Literacy, Middle School / Jr. High, Multicultural Literacy, Multicultural and Minority Education, Primary / Elementary, Professional Development, Secondary / High School Transition, Sociolinguistics, Teacher Evaluation, Young Children at Risk

Education

• Ph.D, 1992, Education Department, University of New Hampshire
• M.A, 1988, English Department, Rhode Island College
• B.A, 1978, English Department, Nanjing University, People's Republic of China

Professional Appointments

• College of Education, University of Florida, 1995- present
• Assistant Professor - Elementary Department, College of Education, Towson State University, Maryland, 1992-1995

Activities and Honors

• 2012 Honorary Professorship, Jingling College, Nanjing University, China
• 2011 Faculty Enhancement Opportunity Award,
• 2010 Honorary Professorship, China Women's University, Jinan, China
• National Advisory Board for the CUNY-New York State Initiative on Emergent Bilinguals
• 2012- present–the Board of Nanjing Research Center of Language Arts Instruction, Nanjing, China
• 2011-present–the Advisory Board of Nanjing Council of Teachers of Writing, China
• 2008-present–ELL Advisory Committee of Pearson Publishers
• 2004-present–Literacy Consultant, PD Network at the National Council of Teachers of English
• 1999-present–Distinguish Advisory Board of NY Urban Teacher Institute
• 1994-present–Consultant on Fairness Committee, American College Testing (ACT).

Selected Grants

Selected Publications

• Fu, D. & Matoush, M. (2014). Focus on Literacy. Oxford University Press
• Fu, D. & Wang, Z. (2012). The handbook of EFL writing Instruction. Shanghai Eastern China Normal University Press (in Chinese).
• Fu, D. (2009). Writing between languages: How English language learners make the transitions to fluency. Portsmouth, NH: Heinemann.
• Fu, D. (2003). An Island of English: Teaching ESL in Chinatown. Portsmouth, NH: Heinemann.
• Fu, D. (1995). My Trouble is My English: Asian Students and Their American Dreams. Portsmouth, NH: Heinemann.
• Matoush, M., & Fu, D. (in press). Emerging biliteracy. In R. M. Manchon & P. K. Matsuda (eds.). Handbook of second and foreign language writing. Germany: De Gruyter Mouton Publishers.
• Matoush, M., Fu, D., & Miller, S. (2014). Chinese Adolescents and U.S. Teachers Meet in Digital Story Writing Workshop. In Cynthia Leung, Janet Richards, and Cynthia Lassonde (eds.) International Collaborations in Literacy Research and Practice (pp.125-143). Charlotte, NC: LAP-Information Age Publishing.
• Matoush, M., & Fu, D. (2012). Literacy and Bilingualism. The Encyclopedia of Applied Linguistics. Published Online: 5 NOV 2012DOI: http://onlinelibrary.wiley.com/doi/10.1002/9781405198431.wbeal0727/full
• Fu, D. & Matoush, M. M. (2012). Teacher's perceptions of English language writing instruction in China. In C. Bazerman, C. Dean, J. Early, K. Lunsford, S. Lull, P. Rogers, & M. Sandsell (eds.). New Directions in International Advances inWriting Research: Culture, places and measures (pp.23-39). West Lafayette, IN: Parlor
• Jacobs, P. & Fu, D. (2011). LD children's writing experience in an inclusion model class. In Julie A. Gorlewski, Bradley Porfilio, David A. Gorlewski (eds.). Using Standards and High-Stakes Testing for Students: Exploiting Power with Critical Pedagogy (pp.127-139) Peter Lang Publishing, Inc.
• Fu, D. (2009). New Chinese immigrant students' Literacy development: From heritage language to Bilingualism. In J. Scott, D. Straker & L. Katz (eds.), Affirming Students' Right to Their Own Language: Bridging educational policies to language/language arts teaching practice(pp.247-261). New York: Routledge: Taylor & Francis Group.
• Matoush, M., & Fu, D. (2008). The paradoxical situation created by test-driven schooling for multilingual children. In S. Kucer (ed.), What Research Really Says About Teaching and Learning to Read (pp.176-197). Urban, IL: NCTE Publisher.
• Fu, D. & Graff, J. (2008). The literacies of new immigrant youth. In L. Christenbury, R. Bomber & P. Smogorinsky (eds.), Handbook of Adolescent Literacy Research (pp. 400-414). NY: Guilford Publications, Inc.
• Fu, D. (2007). Teaching Writing to ELL Youth. In Teaching the neglected "R": Rethinking writing instruction in secondary classrooms.
• Cao, Y., & Fu, D. (2015). Writing Instruction of idealism, traditions and reality. Journal of Research in Teaching of Language Arts, 1, 62-69. (in Shanghai, China)
• Fu, D., & Cao. Y. (2015). Reality and Reform in Writing Instruction. Journal of Research in Teaching of Language Arts, 2, 64-68.
• Cao, Y. & Fu, D. (2015) Writing Instruction: Changing or Unchanging. Journal of Research in Teaching of Language Arts, 3, 60-67.
• Cao, Y., & Fu, D. (2015). Textbooks in Writing Instruction. Journal of Research in Teaching of Language Arts, 4, 58-64.
• Fu, D., & Cao, Y. (2015). The Cultural Values behind the Writing Prompts. Journal of Research in Teaching of Language Arts, 5, 56-64.
• Jacobs, P. & Fu, D. (2015). Writing at School: Test-Prep Writing and Digital Storytelling. Journal of Writing Teacher Education, 7 (2), 12-22.
• Jacobs, P. & Fu, D. (2014). Students with learning disabilities in an inclusive writing classroom. Journal of Language and Literacy Education [Online], 10 (1), 110-113. Retrieved from http://jolle.coe.uga.edu.
• Fu, D., & Matoush, M. (2013). Engaging Preservice Teachers as Writers in Language Arts Education Courses. Florida Reading Journal 49(2), 12-20.
• Fu, D., & Cao, J. (2013). Language Arts Instruction in the US. Language Arts Teaching in the Middle (in China), 6, 67-75 (published in Chinese).
• Fu, D., & Cao, J. (2013). Teaching Writing in the US Secondary Education. Writing Instruction in High School (in China), 5, 70-80 (published in Chinese).
• Fu, D., & Hansen, J. (2012). Writing: A mode of thinking. Language Arts, 89 (6), 426-431.
• Matoush, M., & Fu, D. (2012). Tests of English language as significant thresholds of college-bound Chinese and the washback of test-preparation. Changing English, 19 (1), 111-121.
• Fu, D. (2011). On Mogodishu on Mississippi. The Modern Language Journal, 95, 665-666.
• Wang, Z. & Fu, D. (2011). English Writing instruction at K-12 in China. ?????????? (Journal of English Education and Research at elementary and middle school level in China), 10-15. (in Chinese)
• Gong, R.& Fu, D. (2011). Theme based Forum Mediated Interactive College English Writing: Task motivation perspective. Journal of Foreign language E-Learning, P.R. China, 140, 23-30. (in Chinese)
• Zhang, J., Smith, S., Swisher, M., Fu, D., & Fogarty, K. (2011). Gender Role Disruption and Marital Satisfaction among Wives of Chinese International Students. Journal of Comparative Family Studies, 42(4), 523-542.
• Ergle, R., & Fu, D. (2011). Boy Writers: Are boys failing or is the test failing boys? The Journal of Teaching Writing, 26(1), 1-20.
• Fu, D. (2011). On growing-up trilingual. TESOL Quarterly, 45(4), 804-806.