本行動研究旨在探討香港非華語學童學中文的成效。研究以校本課程的形式進行。研究方法包括：前後平行測驗、觀察記錄、教學反思、問卷調查、三角檢核和量化分析法等。 研究結果發現：非華語學童的識字量增加，達顯著差異，但與目標識字數量仍有距離。在語文能力方面，聽說進步最大；閱讀方面，非華語學童喜歡校本教材，曾閱讀中文的課外書；寫作方面，他們不抗拒寫中文字，並能寫句子。他們都喜歡中文課堂的活動。 參予的老師都接受校本課程的教材，適應本教學模式，並發展不同的教學策略。
[Copyright © 2008 華文世界雜誌社.]

School choice gives parents greater power over their children's education. But ever since the Pre-primary Education Voucher Scheme (PEVS) was introduced in Hong Kong in 2007, school choice has become a hotly debated topic. The scheme was introduced to empower kindergarten parents in choosing a school for their children by offering them direct fee subsidies that, in return, could propel education quality forward. Parents in the private kindergarten sector, however, have long enjoyed the privilege of choice, and they have been preoccupied with an intense interest in their children's academic upbringing, even if it means compromising the holistic development of their children. This runs counter to the principles of a quality education. Therefore, the urge to further promote parental kindergarten choice will likely allow parental academic interests to continue to prevail and hence invalidate the PEVS' promise to improve education quality. The result is a unique dilemma between school choice for parents and the promise of education quality within Hong Kong's unique private kindergarten sector.
[Copyright © 2011 Arizona State University.]

This paper explores how two student groups, namely cross-boundary (CBS) and newly arrived students (NAS) from mainland China are assimilated or integrated in the construction of identity in Hong Kong schools and society as a whole. Research methods include in-depth individual interviews with the target students and their parents, and the administration of a picture-sociometric and writing exercise to explore their views on cultural and national identity. The findings reveal that these students principally defined their identities with respect to the references: (1) their birthplace, (2) their place of residence, and (3) the answers given by their parents. Relatively, NAS are more certain about their Hong Kong identity than the CBS. In addition, Hong Kong schooling is found to be one of the key acculturative agents for cultural assimilation. Drawing on the findings of the qualitative study of the students’ school experiences and perceptions of their national identity, this paper discusses the differences and similarities of these two student groups in the process of identity construction.
[Copyright © 2010 The Korean Association for Multicultural Education.]

The current policy regarding the meals provided by pre-primary schools in Hong Kong is merely a set of guidelines that, although not practical or even properly implemented, provide suggestions for healthy meals that are beneficial to children. As a result, children have developed poor eating habits that have resulted in an increase in childhood obesity, among other health problems. Some of these health issues even continue through primary school. This study points out why the enforcement of the existing policy failed and the reasons that it was and is not properly applied by early childhood educators. It also addresses whether these educators act as role-models for healthy eating habits or take part in designing and providing healthy meals for their students. School life is a critical opportunity for young children to acquire and practice healthy lifestyles. School settings provide valuable resources for influencing health-related habits through policy measures, education, and food provision. In this study, a self-administered questionnaire survey was used to assess 58 early childhood educators. These educators were also Hong Kong Early Childhood Education students, with one group studying in the first year of a two-year higher diploma (n 28) and the other group studying in the second year of a three-year Bachelor Degree (n 30) in-service training programme. The survey studied a variety of elements, such as the related knowledge of the teachers, school nutrition policies, and the educational background of those who oversee nutrition-related services. The researcher found that the school meals did not meet nutritional standards and the early childhood educators’ perceptions of what constitutes a healthy diet was also found to be weak. Most of the respondents agreed that training the people who plan the school meal menus and cook the meals is not enough. This study provides an overview of the perceptions of early childhood educators about health and their understanding

The academic underachievement of ethnic minorities, especially Pakistanis, in Hong Kong is well-recognized. This is stereotypically attributed to Islamic practices that are perceived to impede education, yet the voices of Pakistani parents and children are seldom heard. This research seeks to illuminate how Pakistani Muslim immigrant students and their parents understand the role of religion in education. The key finding highlights how both parents and students rate religion and education as highly important, and maintain that the two complement—rather than contradict—each other. They reject the public perception that Islam discourages the education of females, asserting that Islam upholds equality, including gender equality. Nonetheless, and maybe paradoxically, females interviewed during this research do encounter greater challenges than males in pursuing an education. In the young women's understanding, this comes from gendered cultural practices that are not necessarily endorsed by Islam. In response, both parents and daughters fight against, or conform to, these practices.
[Copyright of Asian Anthropology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/1683478X.2015.1025592]

Adopting a case study approach with multiple data sources, this paper explores the ways in which rapport is built, and its impact on the learning process based on five successive writing support consultations between a native English-speaking (NES) tutor and her second language (L2) tutee in a Hong Kong university. With reference to the prepared coding categories, six strategies that realize the four key elements of rapport management were identified, namely greetings, small talk, the use of qualifiers and mitigation devices, first-person plural pronouns, praises and expressions of empathy, and open-ended questions. These strategies symbolized association, addressed face work and emotional reactions, and encouraged equity in the directive and tutor dominance writing consultations. Motivated by the harmonious relationship, the tutee gradually took a more active role in learning in different ways by asking questions, expressing an opposite view, admitting inadequate knowledge, reflecting on cognitive processes, and initiating small talk. The implicit impact was further reflected in her improved self-rating and the completion of the five consultations. Pedagogical recommendations for tutor training are made.
[Copyright of Language and Education is the property of Taylor & Francis. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500782.2015.1038275]

During the past decade, there has been a rapid increase of immigrants from Mainland China to Hong Kong. It is estimated that there will be altogether at least 64,000 children joining in our society before 1997. It requires approximately 60 new schools to accommodate all the new comers. (Ming Pao, 95.3.15). There is no doubt that all immigrants have to face constellation of problems. They have to face a society with completely different norms and beliefs, different political atmosphere and different culture. This research aims to identify the needs of young immigrants from Mainland China, and factors affecting the adaptation process. Besides, it is also our interest to evaluate the effect of the adaptation programmes funded by the Education Department. The samples consists of 1036 new immigrants aged from 6 to 18 who studied in Sham Shui Po district. Data were collected by a self-reported questionnaire administrated in groups. Findings in this research provide a clear picture about the adaptation of the new young immigrants, and hopefully give useful information to policy makers concerned.

Empirical Research Background: Recent waves of Fullbright and other charity foundations‘ sponsored American English Teaching Assistants (ETAs) integration into tertiary module teaching and learning in Asian countries, has raised concerns whether the ETAs are welcomed by students. Empirical Research Aims: The present study discusses the development and piloting of an instrument to evaluate students‘ perspectives of ETAs‘ role in module teaching and learning in a tertiary context in Hong Kong. Empirical Research Sample: Participants were 153 students from modules that involved ETAs, ranging from first to third year students of four year undergraduate programmes. Empirical Research Method: Students were asked to rate their agreement to 20 statements related to ETAs‘ role in and out of classroom situations on a 4-point category. Empirical Research RASCH: Rasch analysis was used to determine the fit and reliability of the items and the performance of the category structures. Empirical Research Results: Adequate item and person separations were found for all items except for two. Repeated analysis without these items showed improvements in item and person fit and separations. Individual item category structures were generally found to fulfill Linacre‘s (2004) eight guidelines for well performing categories. Empirical Research Conclusions: The resulting 18-item tool is suitable for future evaluations of ETA‘s role in module teaching and learning in tertiary context.