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1	The Development of Formulaic Knowledge in Super-Advanced Chinese Language Learners: Evidence From Processing Accuracy, Speed, and Strategies
	Zheng, Hang; Hu, Bo; Xu, Jie
	In: Front Psychol (2022)
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2	Motivational Tendency Differences Between the Pre-qin Confucianism and Legalism by Psycholinguistic Analysis
	Hu, Bo; Fan, Miaorong; Huang, Feng...
	In: Front Psychol (2021)
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3	Application of artificial intelligence in ophthalmology
	Du, Xue-Li; Li, Wen-Bo; Hu, Bo-Jie. - : International Journal of Ophthalmology Press, 2018
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4	Chinese Australian multilingual family experiences
	Hu, Bo. - 2018
	Abstract: © 2018 Dr. Bo Hu ; This thesis investigates experiences of transnational multilingual Chinese Australian families who have diverse Chinese linguistic and cultural backgrounds and are dedicated to Chinese language maintenance in Metropolitan Melbourne, Victoria, Australia. Chinese Australian multilingual family experiences are framed under the enquiry of language policy and planning (LPP), particularly family language policy, which has a strong theoretical basis in sociolinguistics. Informed by LPP studies, an analytical framework for understanding Chinese Australian families’ multilingual experiences was developed in this thesis to answer the following major questions: 1) How do transnational Chinese families engage in Chinese language planning in the community language school (CLS) and in the home?; 2) What language(s) do they use at home? What do the languages mean to the families? How do they talk about the language decisions they make?; and 3) What are the perceptions and experiences of the children in relation to Chinese language learning and their identities? This research adopted an ethnographic case study approach with various methods including interviewing, observations and collection of student work samples. Between February and October 2015, fieldwork was conducted in a Chinese CLS with three participating families. The research uncovered three major findings. Firstly, this research found that the initiation of community language planning (CLP) can be an extended and joint form of family language planning, merging various legal and political factors. The CLP process is stimulated by changing sociopolitical situations and is fundamentally affected by immigrants’ legal citizenship arrangements. Putonghua has become the exclusive planning subject and the acquisition planning of Putonghua in teaching practice becomes a de facto prestige planning for the Chinese variety. Family language policy in relation to the necessity of Chinese maintenance is primarily a parental identity practice. It is situated on a language ideological continuum with one end informed by an essentialist ethnic authenticity discourse and the other end informed by language assimilation. This study extends the concept of family language policy as systematic and enduring language experiences, language use rules or other language practices that occur in the home and significantly influence children’s language proficiency. Secondly, this study identified the socioemotional function of someone’s mother tongue, which is manifested by its sense of naturalness, its symbolism of ‘hometown’ and ‘family’, its ‘unlearnability’ and its role in determining sub-Chinese community membership. Meanwhile, there exists a classic language shift situation—from regional languages to a dominant community language, before dominance shifts to the main societal language. This sequence of language shift has produced a problematic grandparent–grandchild communication model with a potential decrease of family intimacy. On the other hand, the relatively ‘closed’ nature of private households and proud regional Chinese-identity recognition creates the possible maintenance of regional Chinese languages by second-generation Chinese Australians, without overwhelming ideological interactions with the Mandarin Chinese discourse. Thirdly, this research suggests that Chinese Australian children are trapped in a conflicted ideological space where parents and community educators ‘push’ the learning, while mainstream society typically misunderstands the learning. It can undermine families when their community efforts towards language learning are considered the major reason for non-Chinese-background students’ underachievement in Mandarin courses and assessment, a popular belief that is currently held by the Australian mainstream. Finally, Chinese Australian children’s multilingual experiences involve multiple dimensions ranging from dynamics of ethnicity, physical appearance, language, transnational journey to their syncretic cultural practices and tension-filled highly sensitive classroom experiences that position, challenge and shape their identities. This thesis proposes a framework for informed multiglossic family language planning and enhanced multilingual experiences as a theoretical and practical implication of this research contributing to the field of family language policy/planning and the Chinese Australian community.
	URL: http://hdl.handle.net/11343/219970
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5	Do teachers and students share similar beliefs about teaching and learning strategies?
	Hu, Bo; Tian, Lili
	In: System. - Amsterdam : Elsevier 40 (2012) 2, 237-254
	OLC Linguistik
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6	The challenges of Chinese: a preliminary study of UK learners' perceptions of difficulty
	Hu, Bo
	In: Language learning journal. - Abingdon, Oxfordshire : Routledge 38 (2010) 1, 99-118
	OLC Linguistik
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7	Zebrafish K5 Promoter Driven GFP Expression as a Transgenic System for Oral Research
	Hu, Bo; Zhang, Chengjin; Baawo, Kouwendy. - 2009
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8	From Lexicon To Mammographic Ontology: Experiences and Lessons
	Hu, Bo; Dasmahapatra, Srinandan; Shadbolt, Nigel. - 2003
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