Post-colonial Hong Kong is an officially trilingual city with significant numbers of residents speaking English, Cantonese, Mandarin, or some combination of all three. Competency in these languages is promoted through educational policies and practices at all levels of schooling. Using concepts from the Deweyan framework of democracy and education, this article explores relational practices among bilingual co-teachers at a private, international early years programme in Hong Kong that emphasizes democratic philosophies of learning in their efforts to promote trilingualism. Findings point to co-teachers' interest in developing collaborative relationships, and prompting interest in additional language use through promotion of children's interests, along with tensions they experience as they grapple with instruction in multiple languages. Findings point to a need for more nuanced understandings of co-teaching dynamics in post-colonial multilingual learning contexts. Copyright ©2021 Routledge.

Co-teaching provides opportunities for children that cannot be produced by a solo teacher. However, building relationships between co-teachers, particularly in a cross-cultural setting, can be difficult. This study of early years teachers in a Hong Kong international school aims to consider the elements that facilitate a strong and productive co-teaching relationship and challenges that teaching teams encounter. The study utilizes qualitative interviews of 26 teachers to capture teachers’ perceptions of co-teaching. Findings suggest, that while teachers valued their relationships, the building and maintenance of a productive co-teaching relationship takes work, flexibility, and an openness to the perspectives of one’s partner. Copyright © 2021 Elsevier.

Objective This quasi-experimental study reported the results of a structured literacy intervention programme designed for secondary school students of Year 7 to Year 9 with dyslexia. Students of the intervention group (n = 116) participated in 40-week sessions of small-size, classroom-based, and split-group intervention setting with 45-min daily lesson on both Chinese and English language compared with students in the control group who received normal classroom instructions (n = 98). Results Students in the intervention group outperformed the control groups in self-regulated learning scales, which indicated that there was positive change in students' behavioural and cognitive outcomes in learning. Although students demonstrated gains in phonetic skills, posttest results in academic achievement did not exhibit significant improvement when compared with their control group peers. Conclusion The findings provided some encouraging evidence of the effectiveness of intervention programme. Students that demonstrated gains in phonetic skills and improvement in behavioural and cognitive aspects required continuous intervention lessons to become a self-regulated learner, who would be self-motivated to improve methods of learning and adopt strategies for attaining academic goals. The study contributed to the literature by presenting one of the very first school-based, small-size, classroom-based, and split-group intervention programme for secondary school dyslexic students, which included teachers and students training on English and Chinese intervention content (phonological and literacy content), teaching curriculum integrated with school curriculum, and coteaching with school teachers in the mainstream classrooms, whereas most of the existing intervention programmes used pull-out approach involving the first language only.
[Copyright of Dyslexia is the property of John Wiley & Sons, Ltd.]