DoctorTing Ma

I am a teacher and researcher whose work is shaped by extensive experience across both Chinese and New Zealand education systems. Moving between these educational contexts has made me recognise that educational success is never simply an individual matter; it is deeply connected to the resources and opportunities available to learners and teachers. My work is therefore guided by a belief that education should expand possibilities for those who have been disadvantaged rather than reproduce existing inequalities.

       Across my research and teaching, I am driven by questions of equity in language education: how multilingual children can access and sustain their first or Indigenous languages through education; how multilingual teachers’ linguistic repertoires can be recognised as assets rather than constraints; and how AI can help reduce longstanding inequalities in access to second-language learning.

       These questions are beyond career aspirations. Growing up in a low socio-economic background, I experienced firsthand the transformative power of education, and this continues to shape my commitment to expanding educational opportunities for others. I believe that every child should have the right to speak their own language, see it valued in educational settings, and have meaningful opportunities to learn additional languages. By supporting linguistic inclusion and access, education can become a pathway for more children to participate and succeed.