In this article, the role of translanguaging in facilitating content and language integrated learning (CLIL) is examined in connection with the notion of academic language across the curriculum in multilingual contexts. Ethnographic naturalistic observations and interviews were conducted to analyse translanguaging in the dynamic flow of interactions among South Asian ethnic minoritized students and their science teacher in a CLIL classroom in Hong Kong. The analysis shows that despite dominant school and government policies that impose a monolingual medium of instruction, translanguaging naturally flows from the dynamic interactions and activities in the classroom as both teacher and students are intensely engaged in meaning making about the lesson topics. Drawing on a recent theoretical explication of translanguaging and flows, the notion of translanguaging is further explicated with new theoretical and empirical import from the distributed language view. Pedagogical implications for CLIL are discussed.

In this paper, I analyze the recent official, academic, and media discourses in Hong Kong to examine how the 'language problem' has been formulated and represented, and to expose and problematize the models of language, learning, and education that are being imposed by these public discourses. I seek to examine the role these discourses play in producing and perpetuating false consciousness or popular taken-for-granted notions about language and language learning among Hong Kong people. I conclude with a proposal of alternative models to the dominant ones.

Although visual arts teachers have free access to high quality online artwork images offering them immense teaching resources, making meaningful use of them remains a pedagogical challenge. During the COVID-19 pandemic, the transition from face-to-face to online teaching caused an immediate need for teachers to enhance their digital competencies and technological capability for planning and delivering a blended art curriculum. Herein, I propose a ‘teacher-curator pedagogy’ via a study in six primary and secondary schools in Hong Kong to assess its effectiveness. The study took place in the academic year of 2021-22 with 331 student participants. The proposed pedagogy puts visual arts teachers in the role of ‘digital curators’ who create virtual exhibitions for teaching art appreciation and artmaking. This paper addresses the theoretical framework, implementation strategies, and the results of the study highlighting its effectiveness, impact and limitations on teaching when using teacher-curated virtual exhibitions in both physical and virtual learning contexts. It was found that the technological capacity and confidence of the teacher participants was enhanced through the use of online resources and virtual exhibition tools. Making use of the 3D presentation of exhibits in themes and context through digital content curation, the teachers engaged students with deep interaction through the blending of online and face-to-face teaching. However, the proposed pedagogy was limited by the high demand of training and preparation work, hardware and software support, and difficulties in assessing and monitoring learning beyond class. Copyright © 2023 The Authors.

This study analysed the content of 30 in-service primary school music teachers’ lesson plans for mobile music creation during a 5-week professional development course from 2019 to 2022 in Hong Kong. During the course, the teachers were taught by the researcher on how to use the mobile application GarageBand in their instructional design for classroom music teaching. Various mobile learning pedagogies were discussed during the course to facilitate listening, performing and creating in music teaching and learning. As a learning outcome of this course, the teachers were asked to upload their lesson plans to the Knowledge Transfer website to exchange ideas for further discussion and professional sharing with other in-service teachers from their respective schools. The purpose of this study was to provide an analysis of their teaching plans based on previously published research on mobile learning and motivation. This study aimed to a) deepen the understanding of music lessons in mobile music creation, and b) analysing the lesson plans and suggesting how different teaching strategies and approaches can be used in classroom teaching. Based on the results of the study, a pedagogical model is proposed as a reference point for knowledge exchange in the research and practice of music education. Copyright © 2023 The Author(s).

Cyberbullying has become a critical issue in many parts of the world. Children affected by bullying in cyberspace may also experience various other problems in their daily lives, such as emotional and behavioral issues. Despite the well-documented positive correlation between digital technology use and cyberbullying experiences in adolescents, a paucity of research has explored the association between digital technology use and cyberbullying, and the extent to which digital literacy (DL) and parental mediation moderate these relationships among primary school-aged children. This study addressed these research gaps. A total of 736 children (third grade, female = 52 percent) in Hong Kong, selected through stratified random sampling, reported on their digital technology use, parental mediation of technology use (i.e., active mediation and restriction), and cyberbullying experiences. A performance-based assessment measured children's DL. Results showed a positive association between children's digital technology use (both for leisure activities and for schoolwork) and cyberbullying experiences (both as perpetrator and victim). These positive associations were more pronounced among children with low levels of DL (only victims) as well as among children with highly restrictive parents (both perpetrators and victims). Implications for digital citizenship education and parental intervention are discussed. Copyright © 2022 Mary Ann Liebert, Inc.

The integration of generative artificial intelligence (AI) in English language teaching presents opportunities and challenges for instructors. This study explores the attitudes of higher education English language instructors towards generative AI tools, their intentions to use them and the institutional support and professional development necessary to teach and learn with them. As the field continues to evolve rapidly, it is essential to comprehend the readiness of front-line language instructors. This qualitative interpretive study seeks to identify the digital competencies and pedagogical knowledge required to implement generative AI in education and provide guidance for the design of professional development programmes that address the challenges and concerns associated with adopting AI. Drawing on semi-structured interviews with twelve instructors at a higher education institution in Hong Kong, the findings reveal the significance of familiarity and confidence with using AI-driven teaching tools, the challenges and concerns language instructors face and the need for tailored support and professional development. The study offers ten practical implications to cultivate language instructors’ digital competencies, pedagogical knowledge and positive attitudes towards integrating AI to enhance their students’ learning experiences. Copyright © 2023 The Authors. Published by Elsevier Ltd.

In recent years, the practice of using a second/foreign language to teach non-language content subjects (e.g. science) has become increasingly popular, especially in English-as-foreign-language (EFL) contexts. Such a practice can be categorised as 'Content and Language Integrated Learning' (CLIL). However, EFL learners may encounter difficulties in accessing content knowledge through English, especially with regard to the subject-specific academic literacy. Hence, content subject teachers may need to provide more scaffolding to help EFL learners in CLIL bridge the gap between everyday language and academic literacy. A genre-based approach, which emphasises contextualised language learning and use, serves as a useful framework to integrate content and language teaching in CLIL. This chapter shares an example of how university language specialists collaborated with science teachers in one secondary school in Hong Kong, where CLIL is practised. Drawing insights from the genre-based approach, the university-school collaborative team designed and tried out a set of materials to help grade 8 students write a piece of sequential explanation text. Lesson observations revealed how teachers integrated language scaffolding into their science lessons, and students' sample work and teachers' reflection showed that the materials were useful for helping the students develop science literacy. These findings yield significant implications for literacy development in science education and language across the curriculum in CLIL.

In this paper the notion of critical practice in English language education (ELE) is explored through examples from the critical work of educators and researchers in Hong Kong. The paper then concludes with a discussion of both the challenges and possibilities of engaging in critical practice in ELE in Hong Kong and possibly in other East Asian contexts, where similar cultures of teaching and learning predominate.

本研究透過文獻探究福祿貝爾（以下簡稱福氏）的遊戲教育理論，將其和香港的遊戲學習課程的政策和實踐做比較、討論，其中，從探究福氏的教育理念和遊戲教育論，參考其他福氏研究專家的詮釋資料，整理出關於福氏遊戲教育的原貌，再將福氏遊戲教育和香港的《幼稚園教育課程指引》，以及國際期刊中有關香港遊戲學習課程的實證研究結果，進行批判性分析和比較，藉此反思當代香港幼兒教育的遊戲中學習的理念，並深入探討福氏遊戲教育對現代香港幼兒教育倡導的遊戲中學習的啟示。本研究獲得以下主要結果：一、香港的遊戲學習課程原以福氏遊戲教育理論為基礎，但福氏遊戲教育中強調的幼兒自動自發遊戲的自主性，受到課程時間限制和各種社會文化因素，在香港幼兒教育課程的實踐上有一定的難度；二、福氏遊戲教育的核心要素——照料遊戲，雖類似香港幼兒教育課程政策提倡的教師多元化角色，但福氏的照料遊戲亦給了教師如何運用言語等去引導幼兒學習一個更明確的方向。本研究結果提供香港或其他提倡遊戲中學習的國家一個更明確的方向，幼兒教育課程政策上應提供更清楚指引達到幼兒自主性和教師的照料遊戲工作，實務上的意涵則是對實踐遊戲中學習的方向更清楚。 Copyright © 2022 中華民國比較教育學會.