Exploring inclusive pedagogical practices in Hong Kong primary EFL classrooms

Exploring inclusive pedagogical practices in Hong Kong primary EFL classrooms

• Chan, Cheri University of Hong Kong
• Lo, Margaret University of Hong Kong

International Journal of Inclusive Education, 21(7), 714-729, 2017

Routledge

2017

• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching
• M Teachers & Education for Teachers
  • ME Teachers' Responsibility, Professionalism & Discipline
• Q Philosophy of Education, Educational System & School At Different Levels
  • QC Primary Education

Foreign Countries Elementary Education Teaching Methods English (Second Language) Second Language Instruction Language Teachers Inclusion Educational Policy Faculty Development Professional Identity Teacher Role Student Diversity Interviews Culturally Rel

• Hong Kong

• 1997.7 onwards

• Primary Education

Social diversity is now commonplace in many communities in today's globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child's opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers' identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered.

• English

Journal Articles

• 13603116

https://bibliography.lib.eduhk.hk/en/bibs/176290fe

2017-10-09