This paper investigates the representation of social values and their ontogenetic development in English as a foreign language textbooks in Hong Kong. Adopting a social semiotic approach, it considers social values in textbooks as semantic categories which are constructed by complex semiotic discursive resources, and develops an explicit framework to model what values are selected and how the values are constructed. Analysis of 19 textbooks from Primary 1 to Secondary 4–6 shows that the social values change from the personal domain (e.g. good hygiene and healthy lifestyle), through the interpersonal domain (e.g. politeness and respect), to the altruistic concern for all mankind. The result also suggests that the textbooks are more concerned with the didactic education of good citizens than with cultivating children's critical thinking. The analytical framework and the findings can be used for the explicit instruction and critical analysis of social values in English language teaching.
[Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Routledge.]

This study represents an initial effort to understand the advocacy journey of Chinese parents of children with dyslexia in Hong Kong. Qualitative methods involving individual and group interviews were used to solicit detailed recount and perceptions of the experiences of 25 parents. Findings revealed a largely sequenced three-stage journey of parental advocacy: (1) parents' emotional adjustment which involved self-blame and sorrow; (2) parents moving on to advocacy which comprised home-life adjustments, acquisition of knowledge about dyslexia, and seeking support through parent networks; and (3) parents advancing from advocacy to activism with increased knowledge about dyslexia and their conscious integration of Confucian and disability rights paradigms as strategies to interact and negotiate with authorities. This unique approach offers a conceptual framework for examining the interplay of dual or multiple cultural values affecting parent advocates' actions. Their growth as advocates and activists affirmed the conceptualisation of the advocacy-activism continuum.
[Copyright of Cambridge Journal of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0305764X.2013.860084]

This study examined the mediator and moderator roles of self-regulation and motivation constructs in the relationship between learning experience and academic success. Self-reported measures of learning experience, self-regulation and motivation were obtained from 384 undergraduate students from a university in Hong Kong. Structural equation modelling indicated that self-regulation and motivation fully mediated the learning experience-academic performance relation. In addition, hierarchical regression analysis also showed that both self-regulation and motivation had small moderating effects on the link between learning experience and academic performance. That is, the association between learning experience and cumulative GPA was stronger for students with lower levels of self-regulation and motivation. The implications of fostering motivation and enhancing university learning experience are discussed.
[Copyright of British Educational Research Journal is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01411926.2010.538468]

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]

This paper explores whether any of the traditional aspects of Chinese culture discussed in the marketing and cross-cultural literature still apply to today's generation of Chinese students in the seemingly westernized location of Hong Kong. It finds that most of the traditional cultural beliefs are still endorsed although Hong Kong students also felt that they were quite independent, individual and creative-within the framework of respecting traditional values. The paper then discusses (on the basis of presenting the same set of students with the findings of this part of the research) how foreign universities might adapt their courses and programs to meet the cultural needs of Hong Kong students. It was found that universities need to adopt a delicate balance between respecting traditional Chinese values and concepts, and encompassing more westernized beliefs and attitudes which enable the students to learn in an environment which enables them to express their creativity and individualism, within a fundamentally quite conservative cultural environment. The value of the research is that it will help foreign universities position their programs and courses for this quite complex and subtle market.
[Copyright of Journal of Marketing for Higher Education is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1300/J050v13n01_09]