Studies of language issues in postcolonial Hong Kong are abundant. While the majority is concerned with the language policy and medium of instruction, there seems to be insufficient discussion on the subject matter of our English lessons, which, this paper argues, are ideology-ridden. Following the tradition of critical discourse analysis and ideological studies (see van Dijk, 2005; Luke, 1994), this study attempted to explore how a habitual form of communication, teacher talk in this case, was utilized as a vehicle for young children to "[learn] the taken-for-granted aspects of lived reality" (Hasan, 1996, p. 137), and what attributed to the creation, transmission and maintenance of this dominant culture/ideology in the society, resulting in narrowly-defined subject matter for the young children in the classrooms observed. The study started with a description of lexicosyntactic items in the teacher talk via a corpus approach, and moved to an interpretation/explanation of the linguistic texts in the light of the overall sociopolitical and cultural context in Hong Kong where the teacher talk was situated.
[Copyright of Critical Inquiry in Language Studies is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1207/s15427587clis032&3_6]

A model of bilingual classroom discourse is presented as a set of communicational frames illustrated by data from secondary English classes in Hong Kong. The 'innermost' frame, where the second language, English, is most likely to occur, is that in which the lesson is conducted. Linked to this lesson frame is a lesson-support frame which functions to structure communication and behaviour. The teacher is the main participant in this frame, though students may also participate. Institutional messages which are not directly related to communication in the lesson frame are conveyed in an institutional support frame characterised by primary use of the mother tongue rather than the second language. The 'outermost' frame is that in which non-lesson talk occurs, generally in the mother tongue. This commentary frame may be exploited by students to develop a counter-discourse in opposition to the institutional agenda and other sorts of new discourses. The discussion addresses the difficulty faced by teachers in second language contexts in trying to encourage communication and participation in a way which does not marginalise the second language. It also suggests similarities and differences in students' off-lesson talk in other bilingual and non-bilingual school contexts.
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Internationally, English is increasingly being adopted as the language of postsecondary education. In Asia however efforts by universities to promote the use of the English language both inside and outside the classroom may be threatened by the supposed reticence of Asian learners. This paper problematizes Chinese learners alleged reticence by examining how one group of undergraduates at an English medium of instruction university in Hong Kong were able to meet the demands placed upon them for participation in spoken activities within their English for academic purposes classroom. Interviews with students and teachers, classroom observations, audiovisual recordings of classroom interaction and documentary analysis were used to understand how students participated in classroom discussion. The results suggest that learners adopted particular oral roles and drew upon a range of resources in ways that enabled them to conceptualize participation in classroom discussion as, in part, the result of learner agency. Implications for classroom practices in content classrooms traditionally dominated by a transmission mode of teaching are discussed.
[Copyright of Asian EFL Journal is the property of Nanzan University.
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本論文分析課堂語言的教學效能。論文以講解、提問、指示三種教學方式為基礎，以一次古漢語語法課為例，討論如何有效運用語言達預期的教學目的。（張綺文整理）

文章探討全語文教學的理論及其在課堂上的應用。作者認為全語文教學能夠創造及孕育適當的學習環境，予學生交流的學習機會，是提升課堂語文教學效能的可行方法。（馮吳淑瑩整理）