Sihui (Echo) Ke

  • Assistant Professor of Second Language Acquisition
  • Chinese Studies
  • Masters in Teaching World Languages
  • Modern & Classical Languages Literatures & Cultures
  • Teaching English as a Second Language
  • Linguistics
Office: 1471 Patterson Office Tower, Mailing address: 1055 Patterson Office Tower, Lab: 1551 Patterson Office Tower
Office: (859) 323-7307, Lab: (859) 257-9854, Fax: (859) 257-3743
Other Affiliations:
  • American Association for Applied Linguistics
  • International Literacy Association
  • The Chinese Language Teachers Association
  • The Linguistic Society of Hong Kong
  • TESOL International Association
Research Interests:
Availability:

1:45-3:45 pm Monday or by appointment

Education:

Ph.D. in Second Language Acquisition, Carnegie Mellon University, 2016

Research:

I am particularly interested in examining how adults and children develop reading competence in a second language, and exploring innovative approaches of effective learning and teaching at two interconnected stages (learning-to-read and reading-to-learn) in two languages (Chinese and English).

My research is guided by four questions: What are the universal and language-specific processes in reading development? How do previously acquired reading competencies affect subsequent reading development in an additional language? What does it mean to be an advanced L2 reader? What are some of the effective ways of integrating L2 literacy assessment and instruction?

Teaching (at UK and previously):

University of Kentucky: TSL 675 English Grammar: Analysis and Pedagogy

Harbin Institute of Technology (Shenzhen): S8700038Q English Academic Writing for Master Students

Carnegie Mellon University:

82531 Visions of China: Modern Chinese Society and Culture through Documentary Films and New Media (co-teaching with Dr. Liu Gang)

82332 Advanced Chinese II

82331 Advanced Chinese I

82133 Online Chinese (Elementary I)

82132 Elementary Chinese II

82131 Elementary Chinese I

Selected Publications: 

Peer-reviewed Journal Articles
Ke, S. & Koda, K. (2017a). Is vocabulary knowledge sufficient for word meaning inference? An investigation of the role of morphological awareness in adult L2 learners of Chinese. Applied Linguistics. Online First Publication. DOI: 10.1093/applin/amx040

Ke, S. & Koda, K. (2017b). Contributions of morphological awareness to adult L2 Chinese word meaning inferencing. The Modern Language Journal, 101 (4), 742-755. DOI:10.1111/modl.12428

Ke, S. & Chan, S-D. (2017c). Strategy use in L2 Chinese reading: The effect of L1 background and L2 proficiency. System: An International Journal of Educational Technology and Applied Linguistics, 66, 27-38.

Ke, S. & Tucker, G. R. (2015a). Unleavened cakes: An overview of second language Chinese education for South Asian students in Hong Kong. K-12 Chinese Language Teaching (online open access). Retrieved from: http://clta-us.org/wp-content/uploads/2015/09/Unleavened-Cakes-L2-Chines...

Ke, S., & Xiao, F. (2015b). Cross-linguistic transfer of morphological awareness between Chinese and English. Language Awareness24(4), 355-380.

Book Chapters
Ke, S. & Koda, K. (in press). Developing reflective learners in Chinese as a foreign language in the U.S. In K. Koda & J. Yamashita (Eds.), Reading to Learn: An Integrated Approach to FL Teaching and Assessment. Routledge.

Koda, K. & Ke, S. (in press). Advanced reading proficiency in collegiate foreign language learners. In P. A. Malovrh & A. Benati (Eds.), The Handbook of Advanced Proficiency in Second Language AcquisitionWiley-Blackwell.

X
Enter your linkblue username.
Enter your linkblue password.
Secure Login

This login is SSL protected

Loading