Fascinated by human languages, Dr. Dongdong Chen enjoys learning, teaching, and studying languages.
I have been at Seton Hall teaching Chinese Linguistics, Applied Linguistics, Methods of Teaching Chinese and Japanese, and different levels of Chinese language courses. As Director of the Chinese Program, my goal is to encourage and engage students to learn Chinese, and help to make their learning of the difficult language easy, enjoyable and effective.
Trained in applied linguistics and linguistics, my special interests include syntax, L2 acquisition, and effectiveness of integrating computer technology in Chinese language classroom.
- Ph.D., McGill University, Canada, 1996
- M.A., Guangzhou Foreign Languages Institute, China, 1988
- Provost's Faculty Scholarship Award for Publication in a Top-tier Journal, Seton Hall University, 2009
- Monsignor Robert Sheeran Pirate of the Year Award, Seton Hall University, 2007
- Wuhan-Seton Hall Exchange Visiting Scholar, 2005
- Faculty Innovative Grant, Seton Hall University, 2004
- Faculty Innovative Grant, Seton Hall University, 2003
- CIDA/McGill Fellowship, McGill University, 1991-1995
- Translation and Translingual Competence: A Case Study, in Meiru Liu and Xuanming Luo (eds.) Problems in Teaching Chinese to English-Speaking Learners: The Role of Translation in Second Language Acquisition
(pp 1-8) The Edwin Mellen Press ,
- The Course for Cross-Cultural Commmunication
Sun Yat-sen University Press, Guangzhou,
- What can a smartphone offer to learners of Chinese?
Journal of Technology and Chinese y Language Teaching, Vol. 4 (2): 86-95,
- Generative Syntax: Methods, Goals, Contributions, Debates and Future Directions, in Jenny Wang and Dongdong Chen (eds.)
Linguistics (pp. 214-249), Renmin University Press, Beijing,
- History of Teaching Chinese in America - In Commemoration of Three Giants
The Journal of Chinese Language Globalization Studies, Vol. (5), 16-27,
Renmin University Press, Beijing,
- Digital Storytelling in Chinese: a Technology-Assisted Project
Journal of Chinese Language Teaching and Research in the US, Vol. (5), 150-157,