Jiangshan An, Ph.D.
Jiangshan An, Ph.D.
Dr. Jiangshan An holds a PhD in Education from Oxford University, the UK, where she also obtained a Master of Science in Applied Linguistics and Second Language Acquisition. She has frequently published in top-tier journals and presented at major conferences in applied linguistics. She used to be a secondary school English language teacher and holds ESL teacher certification from the Hong Kong Education Bureau. She has been commissioned by the Oxford University Press and the British Government's International Department of Trade to carry out research on English medium instruction and bilingual education. Her work has received more than 2,500 citations. Because of her expertise in teaching English as a second language, she is currently an invited collaborator to analyze classroom data that came from a multimillion-dollar federal project in advancing teacher training with multilingual learners in Indiana.
- LING 10300 Introduction to the Study of Language
- ENGL 20600 Introduction to Grammar
- LING 46000/LING 51901 Language in Society
- LING 42102/LING 51101 Methods and Materials for TESOL I
- LING 40203/LING 5000 Structure of Modern English
- LING 43200/LING 53201 Second Language Acquisition
- An. J. (accepted). Integration of language in English medium instruction science classes: a focus on form analysis. Language and Education. https://doi.org/10.1080/09500782.2026.2671149
- An. J. (2026). Incidental and planned focus on form in EMI science classes: Possible role of teachers' past ESL/EFL teaching experience. International Review of Applied Linguistics in Language Teaching. https://doi.org/10.1515/iral-2025-0250
- An, J., & Childs. A. (2023). Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view. Studies in Second Language Learning and Teaching, 13(2), 471-493. https://doi.org/10.14746/ssllt.38283
- An, J., & Marcaro, E. (2022). Exclusive use of the second language in English Medium Instruction science classrooms: the beliefs of students and their monolingual teachers. Language Teaching Research, 0(0). https://doi.org/10.1177/13621688221075786
- An, J., & Thomas, N. (2021). Students' beliefs about the role of interaction for science learning and language learning in EMI science classes: Evidence from high schools in China. Linguistics and Education, 65, 100972. https://doi.org/10.1016/j.linged.2021.100972
- An, J., Macaro, E., & Childs, A. (2021). Classroom interaction in EMI high schools: Do teachers who are native speakers of English make a difference? System, 98, 102482. https://doi.org/10.1016/j.system.2021.102482
- An, J., & Murphy, V. (2018). English as a Medium of Instruction in primary schools in South America: A review of the evidence. A report commissioned by the Oxford University Press. https://doi.org/10.13140/RG.2.2.10257.89446
- Macaro, E., Curle, S., Pun, J., An, J., & Dearden, J. (2018). A systematic review of English medium instruction in higher education. Language Teaching, 51(1), 36-76. https://doi.org/10.1017/s0261444817000350
- An, J. (2025, November). Focus on form: When and how in science classes. Paper presented at the 2025 Indiana Teachers of English to Speakers of Other Languages (INTESOL) Annual Conference, Indianapolis, IN, United States.
- An, J. (2024, November). Attention to language in science classes. Paper presented at the 2024 Indiana Teachers of English to Speakers of Other Languages (INTESOL) Annual conference, Indianapolis, IN, United States.
- An, J. (2023, November). Teacher questioning strategies in English medium instruction science classes. Paper presented at the 2023 Indiana Teachers of English Speakers of Other Languages (INTESOL) Annual Conference, Indianapolis, IN, United States.
- An. J., Macaro, E., & Childs, A. (2022, March). Classroom interaction in EMI high school classes: Do NS teachers of English make a difference? Paper presented at the 2022 American Association of Applied Linguistics (AAAL) Annual Conference, Pittsburgh, PA, United States.
- An. J. (2020, March). Student questions in English-only science classes: frequency, length, types, and the language difficulty. Paper accepted for the 2020 American Association of Applied Linguistics (AAAL) Annual Conference, Denver, CO, United States. (Conference cancelled due to Covid-19)
- An. J. (2019, March). Translation of monolingual teachers' beliefs into practice: a new EMI (English medium instruction) scenario in China. Paper presented at the 2019 American Associatinio of Applied Linguistics (AAAL) Annual Conference, Atlanta, GA, United States.
- An, J. (2017, July). The opportunities of English learning in English medium instruction science classes in China. Paper presented at the 18th World Congress of Applied Linguistics (AILA), Rio de Janeiro, Brazil.
- An, J. (2016, September). Native English-speaking science teachers' beliefs and practice: an interdisciplinary perspective of the new EMI model in China. Paper presented at the British Educational Research Association (BERA) Annual Conference, University of Leeds, Leeds, UK.