Adopting a language other than the first as the medium of instruction in teaching mathematics can create significant problems for students' mathematical learning. However, there is little research on the ways in which bi/multilingual mathematics teachers can make use of diverse multilingual and multimodal resources to keep students engaged in learning abstract mathematical knowledge. This article aims to explore how an English-medium-instruction (EMI) mathematics teacher creates different hypothetical scenarios through embodied enactments to enhance students' mathematical understanding and motivate students' interest in learning mathematics. The data of this study is obtained from a focused classroom observation in a Hong Kong EMI secondary mathematics classroom. Multimodal conversation analysis is employed to analyse the classroom interaction data, and the analysis is triangulated with video-stimulated-recall interviews which are analysed with interpretative phenomenological analysis. This article aims to extend the notion of embodied enactment as a form of translanguaging to facilitate mathematical learning and develop students' motivation in learning mathematics in the EMI setting. Particularly, this article argues that embodied enactment creates a translanguaging space for the EMI teacher to achieve mathematical teaching. Copyright ©2023 Sage Publications Ltd.

The paper introduces an approach that facilitates whole-class curriculum co-creation and presents a case study conducted in a higher education institution in Hong Kong where it was implemented. The approach enables students to actively contribute to constructing a curriculum in partnership with teachers and practitioners, using scenario development techniques within the technology-enhanced learning environments. In this sense, the study is compatible with and contributes to contemporary higher education requirements for future-ready students, able to work in fast-changing, digitalized and globalized working environments. The case study describes the implementation of the approach in undergraduate and postgraduate knowledge management courses. The mix-method design was employed, including content analysis of scenarios, a questionnaire asking for students' feedback, and teacher's observations. The findings revealed that the approach enabled students and the teacher to work more collaboratively and co-create some aspects of the knowledge management courses (e.g., identifying and compiling relevant subject trends), even if some challenges were experienced. The paper points to the need for students' ownership when it comes to developing curricula that better consider students' experiences and meaning-making processes. The paper contributes to contemporary higher education discourse by providing conceptual and practical guidance on how to enact whole-class curriculum co-creation for teachers interested in such practice. Copyright ©2023 Springer.

During the COVID-19 pandemic, kindergartens in Hong Kong have sought ways in which to support children's learning at home while schools were closed. We report on a proof-of-concept study: short videos intended to support playful learning at home were distributed to parents/caregivers of preschool children via a smartphone app; toys and a storybook were provided to their children. No significant changes were observed in the importance attached to literacy and numeracy by parents/caregivers over time, perhaps because parents/caregivers place high value on children's academic progress in Hong Kong. However, significant increases in mean scores were observed for the intervention group but not the control group with regard to reported frequency of playing counting games and discussing/participating in weighing or measuring activities. Readily accessible opportunities to recognize learning in playful activities may have contributed to changed practices at homes. Copyright © 2023 Wiley.

With the rise of multilingualism and the use of a local variety of English in Hong Kong, the current article proposes a framework for EMI teacher training for university teachers ("WEMTT-Framework") to expose them not only to a theory of World Englishes but also a practicum of teaching in multilingual settings. Even though Hong Kong has been regarded as a trilingual (Cantonese-English-Mandarin) city where English is taught as a second language, the EMI teaching in Hong Kong is still highly exonormative-oriented. With an increasing number of studies revealing the possibility of EMI teaching with the help of multilingual and World Englishes elements, the current paper also explores how World Englishes and multilingualism help in the present EMI teaching environment. The framework and the discussion are not only applicable to Hong Kong but also places with similar multilingual settings, thus expanding to many Asian cities with colonial backgrounds. The paper ends with a call for action from educators and researchers to work on the implementation of teacher training and carry out further studies in different settings. Copyright © 2023 Language Institute, Thammasat University.

Pre-service language teachers develop their critical thinking in teacher education courses. They learn to teach critical thinking mainly during the teaching practicum. Their learning to teach CT takes place through different forms of mediation. Their learning is impeded by the gap between the curriculum goal and its implementation. Informed by a socio-cultural perspective, this study investigated how two student teachers developed their CT-oriented pedagogies in a pre-service language teacher education program in Hong Kong. Drawing on multiple sources of data including semi-structured interviews, relevant documents, and informal communication, the findings revealed the participants' growing pedagogical knowledge and competence in CT teaching, influenced by various forms of mediation – i.e., object-regulated, other-regulated, and self-regulated – afforded in the situated context. The gap between the curriculum's goal and its implementation was identified as a crucial factor that impeded their learning to teach CT in the program. The paper concludes with practical implications that can help integrate CT into pre-service teacher education programs with a view to preparing future teachers with a high level of CT and CT-focused pedagogies. Copyright © 2023 Elsevier.

This article reports on a study that investigated primary-school English-language teachers' use of digital technologies in their in-person classrooms after a period of online teaching necessitated by the COVID-19 pandemic. It also explored the perceived effects the period of online teaching had on the teachers' practices. Data were collected through in-depth interviews with sixteen experienced Hong Kong primary-school English-language teachers approximately one year after they returned to in-person teaching. The findings suggest that the period of online teaching has led to a greater utilization of technology for teaching. In addition, they suggest digital technologies are now embedded in teachers' regular teaching practices, with the digital technologies adopted primarily those that enhance existing practices. Common digital technologies include: (1) learning management systems; (2) digital noticeboards; (3) interactive digital worksheets and quizzes; and (4) interactive presentation software. Examples of how teachers use digital technologies, and considerations for their use, are provided. Copyright © 2023 Oxford University Press.

This study explores university students' perceptions of generative AI (GenAI) technologies, such as ChatGPT, in higher education, focusing on familiarity, their willingness to engage, potential benefits and challenges, and effective integration. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Students recognized the potential for personalized learning support, writing and brainstorming assistance, and research and analysis capabilities. However, concerns about accuracy, privacy, ethical issues, and the impact on personal development, career prospects, and societal values were also expressed. According to John Biggs' 3P model, student perceptions significantly influence learning approaches and outcomes. By understanding students' perceptions, educators and policymakers can tailor GenAI technologies to address needs and concerns while promoting effective learning outcomes. Insights from this study can inform policy development around the integration of GenAI technologies into higher education. By understanding students' perceptions and addressing their concerns, policymakers can create well-informed guidelines and strategies for the responsible and effective implementation of GenAI tools, ultimately enhancing teaching and learning experiences in higher education. Highlights: This study focuses on the integration of generative AI (GenAI) technologies, like ChatGPT, into higher education settings. University students' perceptions of generative AI technologies in higher education were explored, including familiarity, potential benefits, and challenges. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Insights from this study can inform policy development around the integration of GenAI technologies into higher education, helping

Research Findings: The present study examined the relation between socioeconomic status (SES) and Chinese children’s development of English as a second language in Hong Kong, and whether the home literacy environment (HLE) was an important mediator. Participants were 237 children (110 girls, Mage = 47.38 months, SDage = 3.66) and one of their caregivers. Children were assessed on phonological awareness, receptive vocabulary, expressive vocabulary, and letter knowledge. Information on HLE (i.e. shared reading, extratextual talk, direct teaching, play and media-based activities, and literacy resources) was obtained via a caregiver questionnaire. Findings revealed significant SES differences in all aspects of HLE, as well as in children’s English receptive vocabulary, expressive vocabulary, and letter knowledge. HLE was differentially related to children’s English skills, suggesting the mediating effect of HLE in the relation between SES and Chinese children’s English skills. Practice or Policy: Findings from this study highlight the features of HLE that can best support children’s second language development. The results can also inform the design of family interventions and policies aimed at reducing educational disparities. Copyright © 2023 Taylor & Francis.

Although spherical video-based virtual reality (SVVR) has gained attention as an effective tool for technology-enhanced learning, little research has been conducted on its integration in formal education settings and the role of teachers in facilitating its pedagogical use. In this study, a design-based research (DBR) approach was used to develop teacher-facilitated tactics for SVVR-supported learning based on virtual inquiry fieldwork in formal senior secondary geography education in Hong Kong. Over a period of 2 academic years, we engaged with nine teachers (from nine schools across the upper, middle, and lower academic bands in Hong Kong) and their Grade-10 classes, which comprised a total of 504 students. In addition to reporting and discussing the pedagogical effectiveness of the teacher facilitation practices designed, enacted, analysed, and refined in the iterative DBR process, this paper presents the teacher facilitation principles deduced from these practices. Overall, the findings and implications of this DBR are academically and practically relevant for researchers and educational practitioners who seek to utilise SVVR for educational purposes and strive to enhance its pedagogical effectiveness. Copyright © 2023 Elsevier.

Among science subjects, gender disparities are most evident in information and communication technology (ICT). Researchers have suggested that science identification plays a key role in motivating young females to pursue the study and work of science. However, few studies have comprehensively examined the constituting components of ICT identity and its influencing factors from a person-centered perspective. By adopting an explanatory mixed methods design, this study uncovers ICT identity profiles using nine components derived from the literature and examines their influence on the intention to further study and work in the ICT field among female high school students. The sample included 821 female high school students from 13 schools in Hong Kong who completed a self-report questionnaire. Twenty of them were invited for a follow-up semi-structured interview. The result of the latent profile analysis reveals five ICT identity profiles based on differences in the levels of the nine components. Both quantitative and qualitative data analyses indicate that the higher the level of ICT identity is, the more likely female students are to choose to study and work in ICT. Furthermore, adolescent females with low levels of gender stereotypic beliefs and high degrees of parental and peer support are more likely to belong to the highest level of the ICT identity profile, namely, the ICT person profile. In particular, female high school students with the ICT person profile report even stronger intentions to study ICT when they are clear about career prospects, whereas those with the average ICT identity profile display stronger intentions to work in the ICT industry when they have high expectations of career success. The practical implications for ICT education are discussed. Copyright © 2023 Elsevier.