This study investigates how genre can be used as an organisational principle to interweave teaching and assessment in the L2 school context. Relying on data from interviews and lesson observations gathered from two Secondary 1 (that is, Grade 7) Hong Kong classrooms, the study sought to discover how teachers implemented genre-based teaching and assessment in traditional product- and exam-oriented writing classrooms, students' and teachers' evaluation of the approach, as well as the factors that might facilitate or restrain the genre innovation. The findings show that teachers worked collaboratively and shared a common vision in implementing genre-based teaching and assessment, making sure that they integrated teaching and assessment through a focus on genre. Although the limitations of the genre approach were noted, the innovation was generally well received by students and teachers, who felt that the innovation had enabled students to improve their writing and helped teachers enhance their practice. A few facilitative and inhibitory factors are discussed. The findings suggest that the implementation of genre-based teaching and assessment has to be considered within the ecology of teachers' work.
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As in many parts of Asia, the learning of English is highly valued by parents in Hong Kong as it is regarded as a path to upward social mobility. Children in Hong Kong who speak Chinese as a first language typically begin to learn English when they start kindergarten at age 3. This study investigated the teaching and learning of English in Hong Kong kindergartens through two interrelated studies. The objective of Study 1 was to examine the patterns of English language teaching in different kindergartens. On the basis of the findings of Study 1, three kindergarten teachers were selected for a multiple case study in Study 2 to gain a deeper understanding of their English teaching practices and their students' engagement in the learning of English. About 38 % (n=256) of the kindergartens and kindergarten-cum-nurseries in Hong Kong were surveyed in Study 1. The results from the survey indicated that (i) the teaching of English to 5-year-olds was widespread and there were many cases of teaching of English to 3-year-olds; (ii) the English instruction time was relatively limited; (iii) English as a specific subject was taught by "specialist" English teachers with varying academic and professional backgrounds; (iv) in schools that allocated relatively less time for English instruction, teachers did not usually have professional qualifications to teach preschool children and/or English; (v) there were varying degrees of collaboration between "specialist" English teachers and local non-English speaking teachers; (vi) a wide variety of teaching materials and pedagogies were deployed; (vii) written homework assignments to improve children's English were common; and (viii) teachers exerted efforts to create a bilingual (Chinese – English) environment at school. Study 2 was a multiple case study in which three teachers - one with a professional qualification in early childhood education, one with professional qualifications to teach English as a Second Language, and one untrained