Recent studies on classroom discourse have challenged the traditional classroom role set and emphasised equal contributions from the participants and the emergence of knowledge through active participation. Co-learning emphasises the process in which teachers and students attempt to adapt to one another's behaviour and learn from each other in order to produce desirable learning outcomes. Current research has paid little attention to the ways in which content teachers and students jointly negotiate new knowledge in bi/multilingual classrooms. Based on data collected from a linguistic ethnography in Hong Kong English-Medium-Instruction secondary mathematics classrooms, this paper uses translanguaging as an analytical perspective to analyse how the EMI teacher and students co-learn in the classroom. The data are analysed using Multimodal Conversation Analysis and triangulated with the video-stimulated-recall-interviews which are analysed using Interpretative Phenomenological Analysis. The paper argues that translanguaging creates a safe space for co-learning that emphasises equity in knowledge construction and challenges the hierarchical relationship between the teacher and the learner. Copyright © 2021 Routledge.

The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students' perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students' perceived challenges nor their learning strategies. Copyright © 2021 Public Library of Science.

In the last two decades, the same three parameters (frequency of use, importance, and effectiveness) of motivational strategies in language classrooms have been thoroughly researched. This study proposes establishing an additional parameter of feasibility to gauge the overall ease of using motivational strategies. A questionnaire survey on 116 motivational strategies was conducted among 58 Hong Kong teachers of English as a foreign language (EFL). After that, 20 of them participated in focused group interviews to provide further comments. Nine feasibility-related factors pertinent to students, the teacher, and the educational context were identified, which contribute to a tentative and concise definition. • Certain parameters of motivational strategies have been widely researched. • A new parameter of feasibility in language teaching contexts is called for. • Student-, teacher- and context-specific factors were identified by English teachers. • A concise definition of the new feasibility parameter is proposed. • The feasibility parameter is noticeably different from the effectiveness one. Copyright © 2021 Elsevier.

Research on Content and Language Integrated Learning (CLIL) programmes has yielded mixed results regarding their impact on students' language learning, drawing attention to the role of CLIL teachers. This study draws on teacher language awareness research to explore secondary subject content teachers' language-related pedagogical practices when teaching subject content in the medium of English in Hong Kong, with a focus on their form-focussed processing and facilitation of language learning strategies. In the study, data collected through classroom observation and interviews were analysed. The analysis revealed that the participants covered limited language forms and language learning strategies in teaching. Their (lack of) language-related pedagogical practices were further interpreted with reference to their awareness of the roles of language in teaching, their understanding of the demands of the language used for learning, and their knowledge of EFL/ESL pedagogy. These findings confirm the significance of developing subject teachers' language awareness through CLIL teacher education programmes in successfully implementing CLIL programmes. Copyright © 2021 Routledge.

The emergence of English as a lingua franca (ELF) has focused scholarly attention on non-native speakers' use of communication strategies (CSs) in international communication, which places emphasis on ensuring mutual understanding. With reference to previous ELF pragmatics research, this study examined the extent to which L2 learners' use of CSs reflects that in ELF interactions in a group interaction task in Hong Kong's high-stakes public examination. Our analysis of the students' CSs use was accompanied by semi-structured focus group interviews, allowing them to reflect on their own performance and prior English learning/use experience. The findings revealed an unnatural discursive pattern resulting from the assessment task design, although some CSs were found that have been identified in previous ELF studies. Students with higher academic attainment were more capable of using some higher-level CSs and diversifying their language forms, but this was mainly because of their higher English proficiency level/motivation, exposure to English and awareness of effective communication rather than their prior English-learning experience in the classroom. The paper concludes by offering suggestions for the design of communicative tasks and language learning/teaching practices to address the misalignment between L2 students' pragmatic production and naturalistic ELF situations. Copyright © 2021 Elsevier.

全球一體化，培育具國際視野的多語多文化人才是當今世界的教育潮流。《國際漢語教學通用課程大網》(2014)列明：國際漢語教學課程通過培養學生的語言技能、語言知識、策略和文化能力，最終具備語言綜合運用能力。香港課程發展議會(2017)也訂定中國語文教育學習領域貫徹以促進學生閱讀、寫作、聆聽、說話、 文學、中華文化、品德情意、思維和語文自學的學習為主要任務。由此可見，無論是國際漢語教學還是中文母語教學，文化與語言都有着密不可分的聯繫。如是，在強調雙語教學的學校中，學生的雙語語言能力和雙語文化能力該如何培養，才能達成理想成果？針對上述問題，本文嘗試分析一所香港雙語國際學校實施雙文化教學的情況。探討重點包括：(1)雙文化元素在學校課程中的體現形式；(2)雙文化教學的具體實踐情況；(3)從文化知識、文化理解、跨文化能力和國際視野四大文化能力的目標考察雙文化教學的成效。通過總結案例，本文將提出改進雙語教學中的雙文化教學建議。 Copyright © 2019 國際漢語教學研討會.

Many tertiary educational institutes are adopting English as the medium of instruction (MOI) globally. In 2014, a publicly funded university in Hong Kong introduced a new language policy that marked a major shift in practice by switching the main MOI to English from Classical Written Chinese and spoken Cantonese, the predominant local language. The new policy caused some anxiety among staff and students as to how the change might be implemented effectively.This chapter analyzes this transitional process through a case study including surveys and interviews. After the introduction of the context in terms of the language-in-education policies and other changes, the case study findings are presented in terms of the perceptions of the reforms and challenges experienced by the staff and students. It then reports how these challenges were addressed through different support measures with some success, and the principles pinning down those initiatives. It also analyzes how the reform created impacts in unintended areas, such as potential mission drift. It concludes with a reiteration of the evolutionary nature of MOI and other educational reforms, and some suggestions on planning and managing those reforms to minimize the reform costs. Copyright © 2021 selection and editorial matter, Lily I-wen Su, Hintat Cheung, and Jessica R. W. Wu; individual chapters, the contributors.

Due to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students’ learning of content is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplines and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of the first language (L1) as the medium of instruction in tertiary education. In addition, the book includes discussion about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders for such programs, which include administrators, teachers, and students. The discussion is led by exemplars in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, in the hope of developing critical perspectives and practical guidelines as references for EMI in other NNES settings. Copyright © 2021 selection and editorial matter, Lily I-wen Su, Hintat Cheung, and Jessica R. W. Wu; individual chapters, the contributors.

As a multilingual society, three major languages co-exist in Hong Kong: Cantonese, English, and Putonghua. After the political transition to Chinese rule in 1997, the Hong Kong government adopted the Biliterate and Trilingual policy, which aims to make citizens of Hong Kong trilingual in Cantonese, English, and Putonghua and biliterate in Chinese and English. However, there are no clear government guidelines on which language should be used as the medium of instruction (MoI) for which subject in primary schools. In order to gain a clear picture of how trilingual education is being implemented in Hong Kong primary schools, a survey was carried out across 155 primary schools and detailed case studies were conducted in three of the surveyed schools to find out the extent to which the MoI policies instituted in each school facilitated students’ trilingual learning. The findings suggest that the principals’, teachers’, students’, and parents’ views towards the use of different MoIs vary, as do the ways trilingual education is implemented. It is hoped that this chapter will help readers to gain a better understanding of trilingual education in Hong Kong primary schools, and of which methods of trilingual education best serve the interests of the students. Copyright © 2021 selection and editorial matter, Peter Siemund and Jakob R. E. Leimgruber; individual chapters, the contributors.