Interdisciplinary collaboration is one important development direction in Chinese teaching and teaching Chinese as a foreign language. Against the background, in 2018-19, the Department of Chinese Language Studies of the Education University of Hong Kong, together with the Department of Science and Environmental Studies, Department of Psychology, designed a course -- named "STEM and its Application on Language Acquisition and Communication" --for learning Chinese Language through STEM elements combined with psychological theories. The author is one of the three designers of this course. The students who take this course are mostly prospective teachers of Teaching Chinese as a foreign language and Chinese Language. This interdisciplinary course offers participants the opportunities to understand and experience the major approaches in STEM, namely scientific inquiry and engineering design cycle, in solving cross-disciplinary problems in language acquisition and communication. Through the course, participants first identify a problem related to language acquisition and communication, then develop a solution by applying scientific inquiry and engineering design cycle, and finally reflect on the impacts, feasibility, cultural and socio-economic implications of the problem and the proposed solution using an interdisciplinary approach. Participants are required to disseminate their ideas, findings or products to experts in different areas, and are thus encouraged to integrate discipline-based knowledge in problem identification, solution development, dissemination and reflection, facilitating analyses from multi-disciplinary perspectives. Based on the theory of interdisciplinary language learning, this report aims to analyze the learning and teaching achievements of students and teachers in this course, as well as the problems encountered, and discuss the future development of the course. Copyright © 2023 The Eighth International Conference on Teaching Chinese as a Second Language

香港教育大學中國語言學系提供的「照顧小學生中文的學習差異專業進修證書」課程，通過理論介紹與行動研究，幫助在職老師進一步了解、掌握、推動小學中文課室內融合教育，改善教學方法，提升教學質量，照顧學生不同需求，讓不同層次的學生在學習上都能有所提升，從而更好地在學校推行融合教育。此課程是一個雙向的課程，學員們不但能從課程中學到最新的理論，也可以從各自的學校的實戰當中相互分享先進實用的經驗。本文將列舉本課程中和學員一道進行的一部分行動研究，並闡述一些學校在融合教育當中對於協助具有特殊教育需要的同學在小學中國語文方面的中國語文校本課程計劃、照顧個別差異的課程評估，以及提升學生在閱讀教學中的興趣和投入感等方面的實戰經驗，使學界能對香港小學課室內中文科目融合教育有進一步的了解。The Department of Chinese Language Studies of The Education University of Hong Kong offers a “Certificate in Professional Development Programme on Catering for Student Diversity in Learning Chinese in Primary Schools” course. Through theoretical introduction and action research, the in-service teachers can better understand, master and promote their classroom integration in primary school Chinese classes and improve their teaching methods. The quality of teaching takes care of students' different needs and enables students of different levels to improve their learning so as to better integrate education in schools. This course is a two-way course, not only the in-service teachers can learn the latest theory from the course, but also share their advanced and practical experiences. This article will describe some of the action studies conducted in conjunction with the students in this course, and explain some of the schools' Chinese language school-based curriculum plans for assisting students with Special Educational Needs in elementary school Chinese language in integrated education. The practical experience of taking care of individual differences in curriculum assessments and enhancing students' interest in and interest in reading has enabled the academic community to have a better understanding of the integration of Chinese subjects in Hong Kong’s primary school classrooms. Copyright © 2017 特殊教育學會有限公司.

Students' progress in reading comprehension is a crucial goal in language education, and teaching comprehension processes to students is considered to be one of the most effective approaches to improving students' reading ability. To facilitate teachers' use of the Comprehension Process Model (CPM), it is necessary to identify teachers' stages of concerns about using the model, which has not been investigated systematically in language teaching. This study investigated Hong Kong (HK) Chinese-language teachers' concerns about using the CPM in their teaching of reading in secondary schools. The Stages of Concern Questionnaire (SoCQ) was administered and 347 completed questionnaires were suitable for analysis. The study has found that teachers demonstrated a profile with multiple peaks, which shows highest concerns at the collaboration and informational stages in the Stages of Concern (SoC) model. The result implies that teachers realize that they need to learn more about the CPM and to enhance collaboration with their colleagues to implement it effectively. Teachers' concerns varied according to demographic factors including training on the CPM, years of using the CPM, years of teaching expe-rience, and richness of experience in using the CPM. Implications for developing more effective professional development interventions for Chinese-language teachers are also discussed. Copyright © 2016 International Association for Research in L1 Education.

Background: Embedding the concept of international mindedness' in teaching across a range of subject matter is seen as increasingly important in today's education. Understanding the situated challenges that teachers may encounter in doing this is critical to the development of effective professional development in different socio-cultural and instructional contexts.Purpose: This study examined the enactment of international mindedness in International Baccalaureate diploma programmes (IBDP) in the Hong Kong context, focusing on the subject of Chinese language teaching.Sample: Nine experienced Chinese language teachers in IBDP programmes from six International Baccalaureate schools participated in the study. The schools were selected on the basis that they had some variety in student demographic profiles and organisational structures and had been offering the IBDP programmes for several years. Participant teachers either had several years of teaching IBDP Chinese or were holding leadership roles in the Chinese department and were very familiar with IBDP Chinese teaching.Design and methods: Individual, semi-structured interviews of approximately an hour's duration were conducted with participant teachers. A thematic analysis technique was used to analyse the interview data both deductively and inductively.Findings: Analysis revealed a set of internal and external challenges that were described as arising from the characteristics of the individual teachers, the curriculum and the teaching contexts. Challenges internal to the teachers included their educational experience, pedagogical beliefs and interpretations of the concept of international mindedness in teaching. External challenges included the characteristics of the IBDP curriculum, the subject matter and schools' and parents' expectations concerning international mindedness. Teachers and schools were found to utilise various strategies in order to enhance the perceived compatibility and relevancy of international