讀文教學是香港中學華文教學的主要部分，語文知識的認識、文化的熏陶、思想的啟發、品德和社會責任感的培養均需倚仗讀文教學課。90年代的課程和教材有不才的改動，以期達至既定的教學目標呢？本文嘗試從修讀教育學位課程、證書課程的學員及在職教師所擬定的教學設計、課堂教學，探討90年代華文教育的教學模式及教學方法。
[Copyright © 1999 南京師範大學出版社]

要提高學生的語文水準, 基本原則是從學習普通話人手。根據各項研究發現, 以普通話學習中文科的學生的普通話能力有所進步, 他們在中文寫作方面的能力也較以廣東話學習的學生為佳。以普通話教授中國語文有助改善學生的中文寫作和普通話能力。香港語言教育改革應多方考慮, 適當利用客觀環境與資源。
[Copyright © 2008 陝西師範大學.]

In the cognitive-psychological process in second language (L2) learning, explicit and implicit knowledge acquisition is always related to automatic and effortful processing. Based on the interlanguage hypothesis and error analysis, this study reviews learning experience of four English learners from China who currently live in Hong Kong. A focus group interview was organized with a convenience sample of four participants whose English proficiency levels distinctively vary. Content analysis was conducted on the verbatim transcripts, and reveals the nature of the participants’ second language input, the types of learning strategies they have employed, the state of their interlanguages, and the types of errors they make. In addition, a piece of written work was analysed to identify errors the participants made. Attempting to advance into the terrain of second language acquisition (SLA) theories, this study answers some specific questions with self-reported information and theoretical exploration. Despite little ground for scientific generalization considering the nature of this multiple case study, it displays to the readers some theoretical insights in terms of English as a Second Language (ESL) Chinese learners studying in Hong Kong. The recommendation is that, instruments like the grammaticality judgement task be employed to catch more information about the nature of learners’ interlanguages. Combined with corpus analysis and computer-aided error analysis, it will add to the body of SLA literature more insightful findings.

“用普通話教中文”（普教中）是香港近年基礎教育的中國語文教學新趨勢，課堂的教學媒介語由廣州話（普遍香港人的母語）轉為普通話。“普教中”既構成了多方面的困境，也出現了教與學發展的契機。各方先導者積極開發的“普教中”元素，由實證行動而來的經驗總結，可提供予開始了或仍未開始“普教中”的學校和教師參照和啟示。 “促進評估的學習”是 20 世紀 80 年代以後基礎教育改革的世界性取向，在教學實踐中，課堂上的提問回饋是一個重要且有效促進學生學習的評估策略。本研究通過觀察及分析經驗教師同時任教同一級“用普通話教中文”及“用廣州話教中文”兩班學生的課堂實踐，比較分析教師在“普教中”和“廣教中”不同教學媒介語的影響下，語文課堂提問中回饋策略的異同，以檢視及提煉“普教中”的有效提問回饋策略。

In this chapter, I problematize a widespread belief that teachers in Asian contexts including Japan and China are well protected by a tradition that reveres teachers. Instead I contend that cultural traditions, together with educational reforms and sociocultural changes, can also undermine the teaching profession. To this end, I report on an inquiry that explored the social censure of teachers, especially language teachers in Hong Kong. In the inquiry, I took advantage of an Internet discussion concerning the ‘falling’ language standards, a widespread concern in the region. The analysis of the discussion revealed the high expectations that the public had of language teachers as well as the increasingly complex conditions for teachers’ professional practices due to ongoing educational reforms and cultural changes.
[Copyright © 2014 Springer Science+Business Media Dordrecht]

This chapter reports on a qualitative study that explored the discursive positioning of native-speaking English teachers (NETs) within schools in Hong Kong. It draws on insights from discourse theory to examine NETs self-positioning, as well as their positioning by other stakeholders, as part of a dynamic process of identity formation. The participants were eight teachers who were employed in both primary and secondary schools under the Hong Kong Governments Native English Teacher Scheme. In-depth interviews with each of the participants were used to understand how the teachers discursively positioned themselves, as well as how they believed they were positioned by others, within their schools. The findings suggest that the NETs self-positioning as ‘professional language teachers’ was challenged by other stakeholders who questioned the value of their teaching experience and practices within the context of English language classrooms in Hong Kong. The chapter explores how NETs attempted to negotiate the antagonism between different positionings. Implications for attracting and retaining NETs, as well as for future research, are also discussed.
[Copyright © 2014 Springer Science+Business Media Dordrecht]

A teacher shortage in Hong Kong in core subjects, such as English, has led to interest in the recruitment and retention of teachers. In Chap. 6, it was argued that recruiting large numbers of non-local students to undergraduate teacher education programs does not necessarily offer a reliable solution to this difficulty and suggests the need to explore alternative routes through which teachers may be recruited. This chapter considers one such alternative, namely the role second career teachers could play in meeting possible teacher shortages in multilingual contexts such as Hong Kong. The chapter draws upon Wenger’s (Communities of practice. Learning, meaning, and identity. Cambridge University Press, Cambridge, 1998) theory of identity formation and using data from interviews with eight second-career English language teachers in Hong Kong, this chapter explores how second-career teachers may be better supported in their professional development. The study found that second-career teachers’ skills and experiences were not valued within their schools and that this was reflected in a rigid division the participants drew between the institutionally endorsed identity positions made available to them and the type of teachers they wanted to be. In response to this antagonism, second-career teachers used their position of non-participation to establish identity territories that connected aspects of their first-career identities such as engineers and managers to their emerging teacher identities. It is suggested that non-participation, a potentially negative experience in Wenger’s (Communities of practice. Learning, meaning, and identity. Cambridge University Press, Cambridge, 1998) framework, was deployed by this group of teachers to create the space they needed to enact their own preferred teacher identities. Implications for attracting and retaining second-career teachers are discussed.
[Copyright © 2014 Springer Science+Business Media Dordrecht]