English as a second/foreign language education (ESL/EFL) in the supplementary setting is under-researched despite its prevalence worldwide. This quantitative study investigated the effects of supplementary and mainstream ESL/EFL education on eleven facets from learners' secondary-level and tertiary-level perspectives. In addition, we examined learners' perception of the usefulness of supplementary and mainstream classes in equipping them for the use of English for different purposes in the tertiary setting. 203 participants studying at two tertiary institutions in Hong Kong completed a 72-item questionnaire. The MANOVAs conducted revealed significant main effects of education settings (i.e. supplementary/mainstream) and education levels (i.e. secondary-level/tertiary-level) as well as interaction effects of these variables on learners' perception. There were also significant differences in learners' views of the usefulness of the two education settings in preparing them for the use of English for specific purposes at tertiary level. This article culminates with a discussion of these findings and implications.
[Copyright of Studies in Educational Evaluation is the property of Elsevier Ltd.]

漢語師資培育課程設置「現代漢語」科是建基於漢語教師須具備漢語知識才能有效教授學生學習漢語的理念。筆者於2012年進行了「國際漢語教師元語言知識運用的個案研究」，分析受試者（修讀香港教育學院「國際漢語教學文學碩士課程」中「現代漢語」科的學生）在實習期間的教學實錄和反思紀錄，了解受試者能否有意識運用語言知識來教學，即探討「教師漢語元語言意識」的發展和所產生的作用。結果顯示現代漢語知識達中等水平的準教師在教學過程中運用漢語知識的意識不強。筆者因此反思漢語師資培育課程中「現代漢語」科的教學取向，於2012-2013年增加了「漢語知識在漢語教學上的運用」的小組專題報告和個人教學實習反思報告，以加強發展學生（準教師）的漢語元語言意識，提高他們運用漢語知識來加強教學成效的能力。本論文綜合分析30名學生（準教師）「現代漢語」科的學習成果，進一步探討純漢語知識學習和「教師漢語元語言意識」發展的關係，以及檢討師資培育課程中「現代漢語」科的教學策略運用。This article reflected on the traditional belief of the direct relationship between language knowledge learnt by the language teaches and their ability to teach language in the classroom. The notion of development of Teacher Metalinguistic Awareness, (hereby referred to as TMA), was discussed in the article. TMA was regarded as an important factor contributing to effective language teaching (Andrews, 1997; 1999; 2001; 2003; 2006; 2007). Assessment result of 30 students (pre-service teachers) of the Modern Chinese Course was thoroughly analyzed. The teaching strategy used in the Course was revisited based on the analysis of the assessment result. This finding would shed light on the continuous action research on the development of Teacher Metalinguistic Awareness through the teaching of Modern Chinese of a CSL Teacher Education Programme. Copyright © 2015 台灣華語文教學學會.

近年兩岸三地開始課程改革，社會科課程也有一定的變化。本文就不同年代香港的社會科和常識科課程的發展，根據課程不同的取向和組成部分，對社會科和常識科的性質、目標的訂定、內容的選釋和組織、教學的策略以及評鑑的作用和方法各方面加以評析，最後試提若干提議，作為今後社會科課程發展的參考。In recent years, curriculum reforms have started in Taiwan, Hong Kong and Mainland China. There are also changes in the social studies curriculum. This article firstly examines the development of the subjects of social studies and general studies in different periods of Hong Kong. Then the orientations and components of the curriculum including the nature and objectives of social studies and general studies, selection and organization of content, teaching and learning strategies as well as the functions and methods of evaluation are analyzed. Lastly, some suggestions are tentatively proposed for future curriculum development of social studies. Copyright © 2005 中華民國課程與教學學會.

The present article lies at the intersection of research on teacher cognitions and the rising importance of literary texts in second language learning. It is a qualitative analysis of teacher reports on integrating Language Arts (LA) in the context of New Senior Secondary (NSS) English Language Curriculum in Hong Kong. In particular, this study explores three English teachers’ conceptions of teaching literary texts. Juxtaposing teachers’ views of LA integration and their personal experience of English language learning offers teacher educators a useful lens through which to view the personal practical nature of teacher cognition. It also unveils the factors influencing their conceptions of the place of literary texts in the English Language Curriculum. The results portray teachers as individuals with unique personal characteristics and backgrounds. It is hoped that the study will offer insights into the development of teachers’ personal practical knowledge (PPK) by highlighting their personal learning experience. The study suggests a reconsideration of the relationship between teacher knowledge and belief from various perspectives. Copyright © 2019 Editorial Board TESL - EJ. All rights reserved.

Teaching Chinese to second language learners is a challenge for preschool teachers in Hong Kong so effective teacher professional development programmes are urgently needed to enhance their knowledge and skills. An Integrative Model Teacher Professional Development Programme which incorporates three theoretical underpinnings (i.e., culturally responsive teaching, meaningful and pleasurable learning, and effective teaching of Chinese as a second language) is designed to equip preschool teachers with knowledge, skills, and awareness in teaching Chinese to ethnic minority students. Through qualitative interviews with 15 in-service preschool teachers who joined the Programme, teachers' perceptions and changes in three theoretical areas of teaching Chinese to ethnic minority students were explored. Particularly, teachers increased their awareness of ethnic minority cultures, developed empathy with ethnic minority children and their families, gained knowledge of implementing culturally responsive teaching and meaningful and pleasurable learning of Chinese. The role of teacher sharing in effective professional development was highlighted. Copyright © 2019 National Association of Early Childhood Teacher Educators.

This experimental study examined the effectiveness of adopting the VARK (visual, aural, read/write and kinesthetic) sensory approach to teach EEL primary students English vocabulary and compared the relative effectiveness of each sensory approach. Forty primary students in Hong Kong participated in this study. They were divided into four random groups. Each group received one type of vocabulary instruction favoring one sensory preference. All students received a pretest two weeks before receiving the instruction, a posttest right after the teaching and a delayed posttest conducted two weeks later. Test scores were analyzed both within and between groups. The study found that the aural modality group showed better performance on vocabulary pronunciation while the visual and the kinesthetic modality groups demonstrated better understanding of vocabulary meaning. Findings of the study indicated that multiple modalities should be adopted in classroom and teaching strategies should be adjusted based on students' preferences and abilities. Copyright © 2016 GSTF.

During the past five years, the development of various technologies and the maturing of related education industries have never ceased, and the Hong Kong government continually invests into the comprehensive establishment of technology-enhanced education systems, especially those for English education. Here we then meet the point where the efforts of the past five years call for a panoramic view and an in-depth analysis of people's attitudes toward technology-enhanced language learning. This study investigated a total of 56 in-service English teachers' acceptance of technology-enhanced language learning and teaching. These teachers were from 56 different primary schools in Hong Kong. The results presented an overview of the current situation of e-learning in Hong Kong English education, showing insights into the future TELL design and development of related programs. Copyright © 2019 by The Institute of Electrical and Electronics Engineers, Inc. All rights reserved.

數學核心素養是指人在面對複雜的情景和實際問題時，能夠以積極主動的態度，靈活地運用數學知識和思維方法，有效地運用輔助功具，進行推理、交流、分析和判斷，從而解決問題。在數學學科的教學中，教師可以利用現實情境的教學原則作為指導教學的參考，使用探究式教學、自主學習模式等方式，運用跨學科或跨課程的學習作為補充，善用信息資訊科技手段，最終達到數學教育核心素養的實現。 Copyright © 2018 廣東高等教育出版社.