This paper reports on an investigation into a group of student teachers’ reflective learning through a series of integrated and interactive tasks (i.e., collaborative lesson planning, micro-teaching, group consultation and videoed reflections) in a pre-service language teacher education course in Hong Kong. Relying on data gathered from interviews and reflection videos and informed by integrated perspective on teacher identity in practice and activity, the study revealed how the student teachers engaged in reflective practice and identity construction in the course. The facilitating and constraining factors underlying the student teachers’ reflective learning and identity development are also uncovered. The paper concludes with practical implications on how to design and implement effective reflective tasks in preparing and developing competent language teachers. Copyright © 2019 All Academic, Inc.

新移民學童的母語各有不同，即使他們的母語是廣東話，他們不同的文化背景亦會影響到他們的語言能度不同，詩春桂和寧春岩(1997)認為語言態度會影響教師對學生的態度，相對地，新移民學童對語言的態度又會否影響教師怎樣看他們呢?本研究會採用異語配對/改變裝束測試法(the match-guise techniquc)，探討新移民學童對於第二語言的態度，調查對象共有57名新移民學童，其中20名為同一間小學的小學生，37名為同一間中學的中學生。研究結果顯示新移民學童對不同的語言確存在不同的態度，而學童的語言態度普遍偏好廣東話和英語，同時普遍覺得英語比普通話優勝。
[Copyright of 香港特殊教育論壇 is the property of 香港特殊教育學會有限公司. Full article may be available at the publisher's website:
https://sites.google.com/a/seshk.org.hk/seshk-org-hk/c_publication]

Language-in-education – including language pedagogy, an integral part of planning language-in-education – has been one of the most popular areas of policymaking in many contexts, as languages are perceived to have utilitarian values. Numerous studies have been conducted to evaluate the impact of individual policy cases, and the factors which contribute to their impact. However, often these studies understand a policy as a static product and the discussions are limited to a particular policy. Reflecting the current understanding of a policy as an iterative process and taking a comparative perspective, this paper presents a framework which will help investigate and discuss implementation and impact of a language-in-education policy. In particular, it shares insights from analyses of relevant policies from telling case contexts of Hong Kong and South Korea. Drawing on general policy studies as well as language-in-education research, the paper will contribute to building the knowledge base of language-in-education research and to improving the effectiveness of language-in-education policy processes, by providing a tool to help better understand and research the phenomena reflecting their situatedness and the complexities involved and to predict the trajectory of such policies. Copyright © 2018 Asia TEFL.

Drawing on self-based L2 motivation theories, the present study explored changes in the English learning motivation of eight Mainland Chinese undergraduates after their arrival at a Hong Kong university, where they took most of their courses in English. The participants were surveyed and interviewed retrospectively about their English learning experiences both in Mainland China and Hong Kong. After their relocation to Hong Kong, most participants reported heightened motivation. While their motivation generally remained stable at a high level, there were some fluctuations. The motivational enhancement may be influenced by the continuous interaction between the participants’ perceptions of different contexts of Hong Kong and their shifting actual and ideal L2 selves. The motivational fluctuations appeared to be affected by an interplay between the participants’ L2 selves and specific L2-related learning experiences such as preparation for English proficiency tests. As these activities came to an end, the participants’ motivation returned to its original state. Implications are offered to support the transitions of English as a foreign language learners to an environment where English is used as the medium of instruction.
[Copyright of System is the property of Pergamon Press. Full article may be available at the publisher's website:
http://dx.doi.org/10.1016/j.system.2018.05.011]

After the handover back to Mainland China in 1997, the Hong Kong government adopted a 'biliterate and trilingual' policy to help Hongkongers develop an ability to read and write Chinese and English, and to speak and understand Cantonese, English and Putonghua. However, there are no clear government guidelines on how and when the three languages should be introduced and taught in primary schools. Based on a survey of 155 Hong Kong primary schools, it was found that individual schools have adopted their own medium of instruction (MoI) policies, but these policies are decided by the school policymakers, without much consultation with the students and their parents. In this study, questionnaire surveys and interviews on students' and parents' perceptions of trilingual education were conducted in three case-study primary schools. The research findings suggest that students' and parents' views towards the use of different MoIs vary, which will be discussed in the paper in detail. Schools need to take these factors into consideration when developing MoI policies. Copyright © 2018 Informa UK Limited, trading as Taylor & Francis Group.

This study studied the accent perception of a group of non-native pre-service EFL teachers in Hong Kong in order to see whether native English norm is of their preference for teaching and learning. Results found that participants all preferred traditional native English as learning model and seemed to have overlooked the principle of intelligibility, even there had been calls for using lingua franca core as learning model. Results show that participants all preferred using native English to be the model of teaching and learning. Among all the native English varieties, participants preferred the accent from the United Kingdom though not all could identify the accent they preferred. The study showed there was a mismatch between what the participants preferred and their ability of identifying accents of different kinds. Copyright © 2018 Academy Publication.