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Fu, Danling



Professor, Language & Literature
School of Teaching and Learning
College of Education

University of Florida
2203 Norman Hall
PO Box 117048
Gainesville, FL 32611
352-273-4193
Fax: 352-392-9193
danlingfu@coe.ufl.edu

Research Biography

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.

Degrees

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

Key Professional Appointments

College of Education, University of Florida, 1995- present

Assistant Professor – Elementary Department, College of Education, Towson State University, Maryland, 1992-1995

Activities & Honors

2012   Honorary Professorship, Jingling College, Nanjing University, China

2011   Faculty  Enhancement  Opportunity Award,

2010   Honorary Professorship, China Women’s University, Jinan, China

Service

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).

Grants

Principal Investigator, StarTalk Summer Institute of Teachers of Chinese, US Security Agency, 2014, $78,900.

Principal Investigator, StarTalk Summer Institute of Teachers of Chinese, Us Security Agency, 2013, $89,987.

Principal Investigator, StarTalk Summer Institute of Teachers of Chinese, US Security Agency, 2012, $97,664.

Principal Investigator, StarTalk Summer Institute of Teachers of Chinese, US Security Agency, 2011, $92,980.

Selected Publications

Books and Book Chapters

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.

Refereed Articles

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. 中小学英语教学与研究 (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.