The author followed five graduates of the City University of Hong Kong BA Teaching of English as a Second Language (TESL) course in their first year of teaching looking at their language use, lesson planning and decision-making, teaching approach, professional relationships and responsibilities, and perceptions and values.

The author investigates language alternation between the native language and second language in the lessons of four teachers of English as a Second Language in Hong Kong secondary schools. Qualitative analysis of classroom discourse was conducted.