This article reports on a case study of a Hong Kong undergraduate student's lived experiences of second language (L2) investments and identities across different contexts, including inside and outside the classroom on the university campus, in the professional workplace, and during study abroad. Findings indicate that the student's differential L2 investments across contexts appear to be closely intertwined with the different identities constructed in specific circumstances and mediated by the perceived likelihood of yielding a good return on the investments. His selective L2 investments were also found to be driven by a desire for membership in an imagined international community and an imagined identity associated with a cosmopolitan lifestyle in the projected future. The article argues for the importance of a holistic understanding of individuals' L2 learning experiences both inside and outside the classroom in order to appreciate the complexities of their variable L2 investments and identities across contexts.
[Copyright of Journal of Language, Identity, and Education is the property of Routledge.]

To understand the physical activity culture in the lives of Hong Kong Chinese children and their parents, 48 young people between the ages 9 and 16 and their parents, with different socio-economic backgrounds and geographical locations, were interviewed for this study. By applying Confucianism and postcolonialism, this study aimed to investigate the meaning of physical activity in the lives of Hong Kong children and their parents. The results showed that parents value physical activity as a factor which contributes to their children's well-being and provides balance to their life. There were differences though, in this attitude, for different age groups. Junior students (aged 9-12) expressed their interest in physical activities. However, older students (12 or above) in secondary school, think or are told that academic study is the most important aspect of their life and that physical activities are not a priority. When examining parents' and children's involvement in physical activity, the barriers to the parents' involvement in their children's physical activities included lack of time and a habitual sedentary lifestyle at home.
[Copyright of Sport, Education and Society is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13573322.2010.493313]