This paper demonstrates how the Content and Language Integrated Learning (CLIL) approach can be useful for developing a critical sexual literacy curriculum that combines gender and sexuality education and critical language teaching. The findings from an action research study conducted with 20 tertiary students in a voluntary English class in Hong Kong show how a heightened awareness of conflicting discourses could be stimulated by the heteroglossic nature of the classroom input that included media texts, face-to-face interaction with queer individuals and in-class Boal's Image and Forum Theatres. The learners also experienced mixed emotions toward LGBTI people and reported language gain from the curriculum. A lot more would have to be done in critical sexual literacy research and practice to foster critical awareness of gender and sexuality and to challenge homo- and transphobic ideologies in everyday discourses. 摘要: 本論文探討如何應用「內容和語言整合性學習」(Content and Language Integrated Learning, 縮寫CLIL)模式, 發展一套結合性/別教育與語言學習的批判性性/別識讀課程。參與此課堂行動研究的大專學生有二十位, 課程不但使用了多媒體材料, 也包括與性小眾朋友在課堂上的互動, 和參與波瓦式的形象和論壇劇場。研究結果顯示, 這些課堂材料與活動的語言雜多性, 會令學生對性別討論中的矛盾現象加深了認識, 對LGBTI人士產生複雜的情緒, 並在語言知識上有所增長。在未來, 批判性的性別教育在研究和課堂實踐方面, 我們需要進一步了解如何培養學生對性/別議題進行批判思考, 以及在日常話語現象中挑戰恐同、恐跨的意識形態現象。Copyright ©National Taiwan Normal University. Department of English.

The use of English as the language of international communication has increased dramatically and this has been accompanied by a growing trend for the teaching of English as a foreign language (EFL) to young learners all over the world. However, young EFL learners are doubly disadvantaged because of their relatively limited exposure to English as well as their cognitive immaturity. Given that there is a dearth of research-based evidence documenting the teaching and learning of a foreign language by young learners in Asian contexts, this paper draws upon a multiple case study of three Hong Kong kindergarten teachers and examines the pedagogic conditions within which the teaching of English took place. Data were collected through teacher interviews and classroom observations. Constraints and limitations in pedagogical conditions were identified and these were felt to contribute to both a product-oriented pedagogy and relatively low levels of children's engagement in learning English. The product-oriented pedagogy was also recognized for having digressed from the rhetoric of the curriculum guidelines. Challenges facing Hong Kong and its Asian counterparts in teaching English in an EFL setting are highlighted for further research and discussion.
[Copyright © 2013 臺灣師範大學英語文教學中心 & Airiti Press Inc.]