Bing Mu

  • Assistant Professor of Chinese
  • Phone: 401.874.4706
  • Email:
  • Office Location: Swan Hall 157


Bing Mu is an Assistant Professor of Chinese and the Intercultural Communicative Competence (ICC) Coordinator in the Department of Modern and Classical Languages and Literatures. She teaches regular-track Chinese courses and Capstone Seminar Across Languages and Cultures at URI. She is an Oral Proficiency Interview (OPI) Certified Tester in Chinese and Intercultural Development Inventory (IDI) Qualified Administrator and Interpreter. Before joining URI, she was a Chinese lecturer at the University of Pennsylvania.


Bing Mu’s research interests include intercultural communication and competence, study abroad, and pedagogical material development. In particular, she is interested in implementing intercultural pedagogical approaches to enhance learners’ intercultural competence in study abroad contexts. To this end, she co-authored Action! China: A Field Guide to Using Chinese in the Community, a task-based field guide designed specifically to connect classroom learning with real-life communication in the local community in Chinese study abroad contexts. Her current research focuses on examining factors that affect students’ development of intercultural competence in study abroad and domestic contexts. Her work has appeared in International Journal of Intercultural Relations, Journal of the National Council of Less Commonly Taught Languages, and several edited volumes.


Ph.D. in Chinese Language Pedagogy, The Ohio State University, 2018

Selected Publications

Mu, B., Berka, S., Erickson, L., & Pérez-Ibáñez, I. (2022). Individual experiences that affect students’ development of intercultural competence in study abroad. International Journal of Intercultural Relations, 89, 30–41.

Mu, B. (2022). Designing a performance-based curriculum for beginning business Chinese to enhance students’ intercultural competence. In J. Wang & J. Jia (Eds.), Performed culture in action to teach Chinese as a foreign language (pp. 135–145). London/New York: Routledge.

Mu, B., Ma, C., & Tian Y. (2022). Reconfiguration of L2 Chinese learners’ ecologies of resources during the COVID-19 pandemic in China and the US. In S. Liu (Ed.), Teaching the Chinese language remotely: Global cases and perspectives (pp. 325–347)New York: Palgrave Macmillan.

Berka, S., Mu, B., Erickson, L., & Pérez-Ibáñez, I. (2021). The role of study abroad curricular interventions in engineering students’ intercultural competence development. In 2021 American Society for Engineering Education (ASEE) Annual Conference Proceedings.

Mu, B. (2021). Negotiating intentions in intercultural conversational interactions: Excusing oneself from a family gathering. In X. Zhang & X. Jian (Eds.), The third space and Chinese language pedagogy: Negotiating intentions and expectations in another culture (pp. 45–67). London/New York: Routledge.

Chai, D., & Mu, B. (2020). Connecting language learning in the classroom with the local community: Using Field Performance Tasks in Chinese study abroad contexts. Journal of the National Council of Less Commonly Taught Languages, 27, 33–73.

Chai, D., Cornelius, C., & Mu, B. (2018). Action! China: A field guide to using Chinese in the community. London/New York:  Routledge.

Cornelius, C., & Mu, B. (2018). Analysis of intermediate Chinese learners’ persistent errors in the production of Tone 2 in Mandarin Chinese. Buckeye East Asian Linguistics, Vo. 3, 21–30.