Purpose: To investigate the relevance of education training to occupational therapists and physiotherapists (therapists) in their delivery of rehabilitation services in early child educational settings in Hong Kong.
Method: A qualitative study was carried out on seven therapists who were completing their educational studies at postgraduate level and six informed-consenting classroom educators, each of whom had worked with one of the therapists. A mainly open-ended questionnaire for collecting initial data was administered on the therapists, who were also requested to elaborate further on their responses. Concurrently, individual, audiotaped semi-structured interviews were held with the educators. The data were inductively analysed through categorical coding and themes derived separately for each group, with the authors reaching consensus in organizing the identified themes.
Results: The 100% response from the therapists revealed that they had acquired more confidence with increasing knowledge of educationally-relevant issues and applied them in collaborative practice with educators. Their current programmes extended beyond unidisciplinary paediatric habilitation. The educators' interview transcripts supported these findings. Some ways of applying knowledge and delivering educationally-relevant therapy were discussed.
Conclusions: Incorporation of education-training as continuing education for therapists employed in childhood educational settings is important for maximizing quality paediatric rehabilitation in these settings.
[Copyright of Disability and Rehabilitation is the property of Informa Healthcare . Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0963828031000090407]

In this age of new media, children are exposed to media messages at an early age. What can we do when the mass media exert such a great influence on children? One proposal has been for the introduction of a new school subject: media education. Though media education has not been part of the official curriculum in Hong Kong, some schools, both primary and secondary, have tried it out. This paper argues for the desirability of introducing media education in primary schools in Hong Kong, with regard to social change, recent education reform and learning initiatives of primary pupils. It then draws on the findings of a study conducted in a local primary school to examine the views of pupils, parents, and teachers on the effects on pupils of the implementation of media education lessons and campus radio projects in this age of new media.
[Copyright of Educational Studies is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055690500237033]

This study examines the relationship between achievement goals and some important learning-related variables in the completion of a course assignment. The research on achievement goals is reviewed and two contentious issues—the nature of performance goals and the effects of multiple goals—are highlighted. Three hundred and seventy-three Chinese distance learners in Hong Kong participated in a mailed survey. A correlation analysis revealed that their mastery goals were adaptive to learning; but, in contrast, work-avoidance goals were maladaptive to the processes of completing an assignment. A mixed pattern of association was found with performance-approach goals. Using a median-split technique, the participants were classified into four different groups of 'multiple-goal learners'. MANOVA tests showed that mastery-focused learners had the most adaptive pattern of learning and engagement in completing the assignment, followed in order by balanced-goal learners, performance-focused learners and performance-anxious learners. The results are discussed in light of achievement goal research conducted using campus-based students.
[Copyright of Open Learning is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02680510500472189]

There is broad agreement as to many of the segmental features of the Hong Kong accent of English: neutralisation of vowels which contrast in Standard Southern British English or General American, non-release of final stops, simplification of consonant clusters and devoicing of coda consonants. However, while it is apparent that there is no reason why these features should not co-occur within single words, such co-occurrences have not been identified in previous studies, perhaps because treatments of HK pronunciation have generally used lists of words and have thus elicited atypically careful pronunciation. The connected speech data used in the present study indicates that findings from word lists may not apply to more naturalistic speech. In this study, speakers produced many words with more than one segment sounding like another English phoneme, sometimes affecting all the segments of a word. Although overt signs of misunderstanding hardly arose, this indicates merely that the lack of such overt signals is no sign of acceptability. Arguments that Hong Kong English pronunciation should be viewed as 'phonological' in its own right are rejected as inappropriate, both on grounds that this interpretation is not supported by the phonetics of the data, and more conclusively on sociolinguistic grounds.
[Copyright of Language, Culture and Curriculum is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/07908310408666688 ]

This paper explores the sociolinguistic awareness in English of tertiary level students in Hong Kong and Wuhan (Mainland China). The language data consisted of specific instances when a native speaker presenter made changes, in the course of oral delivery, to the written text of a conference paper that she had prepared in advance. Matched pairs of sentences/utterances were selected and in each pair the written version was placed side by side with the spoken version. When native speakers were asked to judge which version had been written and which had been spoken, their responses indicated that the changes were based on sociolinguistic intuitions shared by other native speakers. For the present study, the same matched pairs of utterances were given to tertiary-level students of English in Hong Kong and Wuhan. The resulting data are used to explore the extent to which students have access to the same sociolinguistic intuitions as native speakers. Comparisons are also made between the responses of students in the two settings as well as between the responses of English and non-English majors in Wuhan.
[Copyright of Language Awareness is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09658410608668853 ]