期刊論文
Revisiting native speaking teachers of English in Hong Kong: An interpretivist policy study of change over time
- Revisiting native speaking teachers of English in Hong Kong: An interpretivist policy study of change over time
- 2016
-
- Hong Kong
-
- 1997.7 onwards
-
- 未指定或無法歸類
- Purpose - In 1997, Joseph Boyle critiqued the Hong Kong government’s policy of recruiting native-speaking teachers (NSTs) of English into secondary schools. Boyle examined NSTs from a post-colonial and socio-linguistic stance. He concluded that the scheme was “largely ineffective” and that efforts to expand the scheme would likely fail due to the government's implicit lack of trust in the capacities of non-native speaking teachers’ of English. However, almost two decades later the scheme has expanded across the primary and secondary sectors. This paper explores how changing educational contexts and reform efforts have influenced conceptions of NSTs as articulated in Hong Kong policy. Design/methodology/approach - The research is approached retrospectively through an interpretivist paradigm, analysing policy documents, implementation materials, evaluation reports and interview transcripts. Over 41 scheme stakeholders participated in the interviews, inclusive of policy makers, government officials, academics, teacher educators, principals and teachers, who were active over different phases of the scheme. Findings - The intended role and perceived competencies of the NSTs have been impacted by imported education reforms leading to new rationales for maintaining and expanding NST deployment. These shifts, however, lead to new tensions among idealised images of NSTs, their capacities, and the aims of policymakers and scheme implementers. Originality/value - The value of this paper lies in its reconsideration of the role of NSTs in light of educational reform efforts influenced by global change. This perspective varies from conventional critiques that focus on NSTs' and NNSTs' differing capacities as English language teachers by considering the impact of historic developments on later policies, and the tendency of policy-makers to legitimise reform by importing international innovations. Second, it demonstrates how idealised images of NSTs simultaneously justify policies and pose challenges to effective implementation.[Copyright © 2016 Emerald Group Publishing Limited.]
-
- 英文
- 期刊論文
-
- 23967404
- https://bibliography.lib.eduhk.hk/tc/bibs/c6c6350c
- 2016-02-11
最近的期刊論文
Mathematical ability at a very young age: The contributions of relationship quality with parents and teachers via children's language and literacy abilities期刊論文
Making sense of interdisciplinary general education curriculum design: Case study of common core curriculum at the University of Hong Kong期刊論文
Making the importance of libraries and librarians visible: An international online library skills initiative in response to COVID期刊論文
International perspectives on teacher induction: A systematic review期刊論文
Investigating career-related teacher support for Chinese secondary school students in Hong Kong期刊論文
International education 'here' and 'there': Geographies, materialities and differentiated mobilities within UK degrees期刊論文
Instructional practices and students' reading performance: A comparative study of 10 top performing regions in PISA 2018期刊論文
Intercultural education and sports: Teaching kabaddi in a multicultural setting in Hong Kong期刊論文