In English-medium instruction (EMI), English-as-a-second-language students will learn all/some subjects through English. Although there are a considerable number of studies which explore classroom interaction in Hong Kong (HK) secondary EMI schools, few studies have investigated EMI lessons which involve South Asian ethnic minorised students. These students share different linguistic and cultural backgrounds and they may not share a common first language with the teacher and other classmates. This study conducts a multimodal conversation analysis of science and mathematics lessons at a HK EMI secondary school, triangulated with interview data, in order to explore how the EMI teacher mobilises various resources to make discipline-specific knowledge accessible and cater for the different needs of all students in the classroom. This study argues that the process of enacting inclusive practices is a process of translanguaging which requires the EMI teacher to mobilise various available multilingual and semiotic resources and draw on what students know collectively for transcending cultural boundaries from the students' everyday culture to cultures of school science and mathematics. Copyright ©2021 Springer.

COVID-19 and the shift to online teaching necessitated a change in approach for English for Academic Purposes (EAP) teachers in preparing their students for university studies. This study explored how EAP instructors coped with and adapted their provision for emergency remote teaching. The study was conducted at an English-medium university in Hong Kong and a qualitative case study approach was adopted. The results revealed two overarching themes of opportunity and challenge. While the sudden shift to online teaching forced innovation and fostered collaborative learning and feedback, teachers experienced difficulties in communicating with students and monitoring their learning. The study voices teacher perspectives in delivering EAP courses online and highlights important implications for the successful delivery of future online EAP provisions. Copyright © 2021 by the authors.

As the content knowledge of English language learners and immigrant students is assessed in their less proficient language, the validity and fairness of assessments related to those students have been widely discussed. However, such assessment issues have not received much attention in rapidly expanding bilingual education programmes, where students learn content subjects through a second/foreign/additional language (L2) and are often assessed in that language. This paper addresses this research gap by examining the mediating effect of language of testing on students’ performance in content subject assessments. 387 question items in the Biology papers of a public examination in Hong Kong were analysed according to their cognitive and linguistic demands. The performance of 480 students (half taking the test in their first language and half in their L2) on the questions with different demands was then analysed with MANOVA and multiple regression. The results show that linguistic demands, especially productive linguistic demands (e.g. writing sentences and texts), had a more significant effect on the performance of students taking the test in their L2. These results underscore the role played by language in the academic achievement of bilingual education students, which in turn illuminate valid assessment design and pedagogy in these programmes. Copyright © 2021 Informa UK Limited, trading as Taylor & Francis Group.