This paper argues that, despite government support in financial and contractual matters, ongoing problems of retention of Native-speaking English Teachers (NETs) in Hong Kong stem, in part, from problems of cross-cultural adjustment. The paper reports a small-scale qualitative investigation into the experiences of NETS in Hong Kong and finds problems of cross-cultural adjustment of the NETs themselves, the host schools and the government's induction practices. The paper reports a diversity of problems in cross-cultural adjustment and a variety of ways in which NETs handled them. The argument is made for increased and differentiated attention to be given to the cross-cultural adjustment of NETs, for greater social networking and for reducing the isolation and cross-cultural stresses that they experience. It is suggested that this might attenuate the problem of high NET turnover in Hong Kong.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03055698.2010.539667]

This article presents some findings of a small-scale research study carried out in 1 kindergarten in Hong Kong. The study looked at the problems associated with the transition of families from one culture (mainland China) to a new culture (Hong Kong), concentrating on the children's development of a sense of belonging in Hong Kong. Specific issues that children may face were identified. The study also suggests some strategies for early childhood teachers to use when implementing a play-based curriculum that gives immigrant children opportunities to express their emotions through play. The study found that a sense of belonging can be enhanced if teachers understand the difficulties inherent in cultural transition and respond accordingly.
[Copyright of Diaspora Indigenous and Minority Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/15595691003635864]

A characteristic shared by the majority of adult students is that they are undertaking part-time study. For these adult learners one of the major difficulties is how to find time for their study. This paper reports the coping mechanisms that part-time adult students adopt to meet the additional demands that study puts on their existing commitments to work, family and social lives. Data were collected from 53 part-time students in eight universities in Hong Kong through semi-structured interviews. A model featuring three coping mechanisms (sacrifice, support and negotiation of arrangements) within four domains (self, work, family and social life) was used for the analysis. Whether or not these coping mechanisms are operationalized to a sufficient extent can have a significant impact upon the students' progress with their courses. The analytical grid provides a framework for counselling and advising adult learners. Part-time adult students can also use the model to evaluate their own situations and determine which coping mechanisms will work for them to deal with time management issues.
[Copyright of International Journal of Lifelong Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02601370500169194]