香港的中文作為第二語言教學的課程，除了由大專院校開辦的對外漢語課程及國際學校提供的中文課程外，還有近年備受關注的面向非華語學生（Non-Chinese Speaking Students）的中文課程。本文旨在評介香港非華語學生中文課程的實施狀況及其特色，通過對有關文獻及統計資料的考查與分析，探討當中的教學困境與對策。研究針對目前非華語學生中文教學在課程、評估及師資方面的不足展開論述，建議當局考慮從以下三方面加以改善：一、改革課程設置，重新審視對非華語學生的語文教育政策，積極考慮另設一個適應非華語學生學習需求的中文課程，與本地華裔學生的中文課程雙軌並行；二、優化評估機制，建立適用於香港本地的中文作為第二語言能力的評核基準，客觀反映非華語學生的中文學習進度和能力水平；三、加強校本支援及師資培訓，針對目前非華語學生中文教材不足、教師工作量大的情況，增撥資源加強校本專業支援，並與大學及研究機構合作，提供合適的教師培訓及開發教材資源等，以改善目前的教學困境，提升教學成果。In Hong Kong, there are mainly three kinds of curriculum in the field of teaching Chinese as a second language (TCSL), namely the Mandarin Chinese courses run by the tertiary institutions, Chinese curriculum offered by international schools, and the Chinese curriculum for the Non-Chinese Speaking (NCS) students. Through the analysis of documentary materials and statistical data, this paper aims at giving an overview of and discussion on the historical background and development of Chinese curriculum for the NCS students, as well as to investigate the challenge and measures followed by its implementation. It reveals that there is still inadequacy of the on-going curriculum implementation process in the aspect of curriculum planning, assessment system and teacher’s training. The research proposes that the government should consider making improvement in the following ways: firstly, the government should have a review on the language education policy for the NCS students, re-consider to plan an independent Chinese curriculum which tailors to students’ specific learning needs; secondly, modification of the assessment system should be made, a new Chinese language proficiency test system designed for the NCS students is required in order to assess students’ learning progress and the actual level they have attained; thirdly, measures should be taken to give professional support for school teachers, encourage teachers to design NCS Chinese curriculum together with educational experts from tertiary institutions, hoping to reduce teacher’s workload

This paper reports a case study of teaching Cantonese to Hong Kong ethnic minority pre-schoolers using process drama. Based on Deleuzo-Guattarian concepts of minor literature and language, becoming and de-/re-territorialisation, this paper aims to reconceptualise a playful adaptation of process drama developed by Joe Winston (Citation2012) as a language-minoritising approach to the teaching and learning of a major language that is very foreign to children. The findings suggest that, to accomplish ethnic minority children’s becoming Cantonese speakers, the theatre games and language play should involve minoritorisation and de-/re-territorialisation of the normative practices of process drama, the target language as well as learner identity. Copyright © 2023 Pedagogy, Culture & Society.

The innovative use of technologies in language learning and teaching significantly impacts language education. This paper aims to investigate technology-enhanced language learning (TeLL) and teaching (TeLT) in higher education through surveying 223 students and 93 teachers across four Hong Kong universities, and interviewing around 50 students and 20 teachers. The current study investigated the e-resources/tools frequently adopted in language learning and teaching, how participants perceived the affordances of TeLL and TeLT, and challenges they had faced in technology-enhanced language learning and teaching. The results reveal that students and teachers perceived several affordances of TeLL and TeLT, such as provision of authentic materials, enhancement of interactivity, and enhancement of learner autonomy. A list of commonly adopted e-resources/tools for language learning and teaching were identified. The students and teachers also indicated what support they would hope to receive from a Community of Practice (CoP) on technology-enhanced language learning and teaching. Copyright © 2022 IGI Global.

Set against a background of societal pressure and preference for English language education in Hong Kong, this paper explores the policy and practice of English medium instruction (EMI) from the perspective of one group of content subject teachers. Grounded in Bakhtin's dialogism, the paper reports the results of a qualitative study that used in-depth interviews to explore the perspectives and experiences of these teachers as they implement EMI policy in Hong Kong schools. The results reveal the existence of several discourses of EMI in Hong Kong that position the teachers at community, institutional, and professional levels. The results also suggest that the interplay of EMI discourses can offer content subject teachers positions which they regard as undesirable. Suggestions for ensuring that the voices of these teachers are heard within the context of teacher professional development opportunities in EMI settings are considered and implications for future research are discussed. Copyright © 2022 John Benjamins Publishing Company.

This study attempted to analyze learning strategies used by Hong Kong university students for learning English. Results indicate that Cantonese native speakers mostly used cognitive strategies when learning English, while memory strategies were the least used. Besides, the use of memory strategies among males varied significantly, and little difference was observed in the use of metacognitive strategies by females. The use of cognitive strategies was significantly associated with grade level, with fourth-year students using cognitive strategies more often than fifth-year students. Finally, on correlating the daily study time with cognitive strategies, it was observed that students who studied more than 0.5 hours a day used cognitive strategies more frequently than those who studied less than 0.5 hours a day. This study not only provides new evidence that grade level and study time affect the use of English learning strategies in Hong Kong, but also yields some important pedagogical implications. Copyright © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

Hong Kong’s ‘trilingual and biliterate’ language policy (TaB, 三語兩文) is almost as old as the special administrative region (SAR) itself. Through free education and language support measures in school, students are expected to be conversant in English and Putonghua in addition to Cantonese, and be able to read and understand written Chinese and English. After being implemented for over two decades, however, there are signs that most students’ language standards in Chinese and English fall short of the TaB target, as measured by the public examination results of successive generations of secondary school leavers. Designed with essentially Cantonese-dominant Hongkongers in mind, the TaB policy consists of many measures, with the ‘medium of instruction streaming policy’ introduced since September 1998 being the most controversial. Driven by the twin principles of monolingual English-medium instruction (EMI) and ‘no language mixing allowed’, secondary schools are divided into two streams. Stringent requirements must be met before a school could claim to be an EMI school. According to this ‘late immersion’ model for students aged 11–12 at secondary level, every year about 30 percent of the primary school leavers are allocated to an EMI school. Following Li (Multilingual Hong Kong: languages, literacies and identities. Springer, Cham, 2017), this paper will first discuss why the TaB target is such a tall order for Cantonese-dominant students by reviewing the relevant literature along five inter-related dimensions: contrastive linguistics, psycholinguistics, sociolinguistics, cognitive neuroscience, and instructional strategies and bilingual pedagogies. I will then examine the SAR government’s language support measures to assess their effectiveness and explore possible alternatives. The paper will end with a number of recommendations, which together constitute an LPP (language policy and planning) roadmap for improving the chance with which the TaB policy is likely to produce

The main purpose of this study was to examine the effectiveness for L2 English learners of a new direct approach to segmental pronunciation instruction that combined articulatory instruction with abdominal enhancement techniques. The participants were Cantonese speakers in Hong Kong, where the school curriculum relies chiefly on indirect instruction within a task-based language teaching (TBLT) framework. Thus a second purpose of the study was to examine whether the direct approach may be a useful addition to the Hong Kong curriculum. Randomly-assigned experimental and comparison groups of recent school graduates completed pronunciation tasks embedded within a TBLT framework. However, the experimental group had direct attention drawn to the segmental sounds, including advice and feedback on how to produce them, while the comparison group did not. Both groups completed a pretest/posttest reading-aloud task. The segments targeted in this test (and in the instruction) involved selected long vowel/diphthong sounds, voiced fricative consonants, and /t/ and /d/ in syllable-final consonant clusters. Results showed the experimental group significantly outperformed the comparison group overall and in each of these segmental categories, highlighting the importance of the direct articulatory–abdominal instruction. The results also suggested such instruction should be given greater attention in the Hong Kong curriculum. Copyright © 2022 Routledge.

With the poverty rate of Hong Kong reaching 23.6%, the development and well-being of children from economically disadvantaged families becomes a concern for researchers, practitioners, and policy makers. Children with lower socioeconomic status (SES) backgrounds tend to have poorer development in early language and literacy skills, which may then adversely affect their later academic achievement and school success. This development gap between low- and middle-SES children may begin in kindergarten and persist throughout their formal education and beyond. This may be particularly true for ethnic minority groups, which often have to deal with not only economic pressure but also other stressors, including prejudice, discrimination, and cultural adaption. Composed of mostly Southeast Asians, ethnic minority groups constitute about 8% of the Hong Kong population. Importantly, the number of ethnic minority children continues to rise, underscoring the importance of increasing teachers’ multicultural competence and promoting the cultural integration among students in school. In this talk, the speaker will provide an overview about the language and literacy development among children from low-SES and ethnic minority families. The speaker will also explain how we may support these children by promoting culturally responsive teaching in kindergartens, providing professional training for early childhood educators and multicultural teaching assistants, and developing culturally responsive education benchmarks. Copyright © 2022 PECERA-HK.

BACKGROUND: The potential of natural language processing tools such as chatbots in learning a second or foreign language has not yet been fully realised (Dale, 2016; Fryer et al., 2019). Language learning occurs through interaction with classmates and teachers, which provides comprehensible input, feedback on output and the opportunity to modify output (Mackey, 2012). Chatbots can serve as an always-on source of interaction. In this study, a chatbot was designed and deployed using Dialog flow Messenger. It acts as a conversational interface for English learners and is available on our website or as a mobile application (app). Language learning is most effective when it is immediate and contextual, so this chatbot not only ‘chats’ but also guides learners to appropriate language study resources. It puts students in control of their learning by answering specific questions (e.g., How do I refer to sources in written texts and oral presentations?, Where can I find IELTS materials?, What is the present perfect?); providing customised learning options; and allowing students to learn at their own level, pace, and at a time of their choosing. This study investigates English language students’ attitudes, beliefs, and perceptions towards using a customised chatbot to enhance language learning.METHODS: Participants consisted of students and teachers (n=4) from a compulsory English for Academic Purposes course at the largest public university in Hong Kong. In this study, the students (n=76) had access to the chatbot for two months. Data on attitudes, beliefs and perceptions regarding the chatbot were collected using a questionnaire and focus groups; transcripts were collected to identify questions put to the chatbot. This mix of methods was chosen to provide rich, detailed, and complex accounts of users’ experiences.RESULTS: Findings from the questionnaire and focus groups are consistent with previous research that reported positive learning experiences with chatbots (Fryer & Carpenter