Contemporary sociolinguistic research highlights that language is a social practice deeply entwined with unequal sociopolitical structures, making language teaching and learning inherently non-neutral. Choices such as prioritizing “standard” English often unintentionally reinforce the superiority of standardized languages while marginalizing “non-standard” varieties rooted in multilingual and intersectional realities. This perpetuates linguistic discrimination, potentially disadvantaging learners rather than empowering them. In response to these challenges, this paper proposes a critical world Englishes-informed pedagogy designed to disrupt ingrained norms and expectations shaped by learners’ socialization, or their “languaging habitus.” Drawing on Mezirow's transformative learning theory and employing a case-study approach, this study examines how critical pedagogy reshaped the languaging habitus of undergraduate English learners in a Hong Kong English program. Analysis of multimodal learner artifacts, alongside survey and interview data, revealed significant—though uneven—shifts in learners’ sociocultural understandings, self-perceptions, orientations, and attitudes (e.g., describing their own variety as “beautiful”). These findings, we argue, illustrate transformative processes in learners’ languaging habitus, highlighting the dynamic interplay between pedagogy, language ideologies, and identity. Copyright © 2025 The Author(s).

Some previous studies have found that teachers are sensitive to traditional prescriptions such as the use of whom rather than who in object function, and between you and me rather than between you and I. This paper aims to examine whether Australian teachers as native speakers of English and Hong Kong teachers as non-native English speakers still display such conservative attitudes towards disputable usages these days. Data were collected via two elicitation tests. In the first survey, 34 Australian teachers and 37 Hong Kong teachers were invited to participate in a judgement test. Their responses were compared with those of students. In the second survey, 73 Australian teachers, 70 Hong Kong teachers, 207 Australian students and 188 Hong Kong students were presented with a proofreading test. The findings showed significant differences between teachers and students towards disputable usages. Both Australian teachers and Hong Kong teachers had a higher tendency to reject and replace items such as different to, less + plural noun and final prepositions. This suggests that tolerance diminishes with involvement in teaching and familiarity with prescriptive rules. Pedagogical implications of these findings are also discussed. Copyright © 2001 SAGE Publications.

Portfolio assessment, as an alternative writing assessment approach, has received growing attention in the past few decades. Although the benefits of portfolio assessment are well validated, there is a dearth of empirical research on how portfolio assessment can be sustained over time and the support teachers need to sustain portfolio assessment practice in their teaching contexts. To fill this significant void, the present study examines the influences that contribute to the sustainability of portfolio assessment in second-language writing. Drawing on data from interviews with the principal, English department chair and four English teachers from one elementary school in Hong Kong, as well as classroom observation and teachers’ team meeting observation, the study revealed that administrators’ role in dispersing decision-making authority to teachers, exploiting learning opportunities and providing a stimulating environment for teachers, and the sharing of common vision and goals, as well as collective flows of learning among team members, are the cornerstone of transformation and sustainability for the practice of portfolio assessment. The paper concludes with practical implications on how the innovative attempts in portfolio assessment can be sustained over time. Copyright © 2024 The Author(s).

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts. Copyright © 2021 The Author(s).

Involving parents in their children's school-based English language learning is beneficial to learners' academic achievement as well as their language and literacy development. However, involving parents can be challenging. This study reports on one teacher's use of a digital learning platform, Seesaw, with his third-grade (7 to 8 year-olds) English language writing class in Hong Kong to address the lack of parental involvement. The platform became a space for parents to be involved in their child's school-based writing. It enabled them to view, like and comment in response to their child and other children's English work. Although parents were seen to be involved on the platform, it was observed they mainly viewed and liked rather than commented. Future pedagogical directions will be discussed with suggestions provided on how parents can be encouraged to take a more active role on such platforms. Copyright ©Sage Publications Ltd.

In higher education, understanding discipline-specific vocabulary can be challenging. Insufficient vocabulary can be a major challenge for students as they begin their university studies. This study examined university undergraduate English language learners' discipline-specific vocabulary retention when they used an in-house developed mobile app, Books vs Brains@PolyU, in Hong Kong. A total of 159 second language (L2) students from four disciplines participated in the study, and they completed a pre- and posttest consisting of 120 words in four difficulty levels in their chosen disciplines. The results suggested that participants acquired more vocabulary words at the intermediate and advanced levels than at the beginner and elementary ones. The findings improve the understanding of MALL and vocabulary acquisition using apps to facilitate and support learners' academic studies. Copyright © 2020 The Author(s).

This article introduces the use of public exam questions in fishbowl debate to engage highly exam-oriented secondary students with communicative language teaching (CLT). The practice aims to address the issue that many teachers of English as a second language (ESL)/English as a foreign language (EFL) in Asian contexts either teach to the test or implement CLT without catering for the students' pragmatic needs to pass external assessment. A series of activities was implemented in a secondary school in Hong Kong to promote positive washback from the public exam. The author's experience and reflections informed by ongoing dialogue with the stakeholders in the school and data collected from student focus group interviews suggest that the fishbowl debate encouraged students to use English for authentic and meaningful purposes, while appreciating its relevance to the writing exam. An important pedagogical implication is for teachers to balance CLT and exam preparation and help students to reach both their mastery and performance goals. Copyright © 2020 The Author(s).

The literature on how to develop competence in giving academic presentations (AP) (e.g. Zappa-Hollman, 2007) shows that apart from basic communication skills (i.e. the ability to speak accurately, fluently and appropriately), university students are expected to perform specific roles and develop advanced skills for intellectual exchange and the construction of new knowledge (e.g. skill in expressing their personal voice through evaluation). However, these advanced speaking skills are often neglected by English as a Second Language (ESL)/English as a Foreign Language (EFL) students in Asian contexts, such as Hong Kong, as generally observed by English for Academic Purposes' (EAP) instructors (e.g. Bankowski, 2010). Although there has been some discussion on factors that potentially inhibit the development of ESL/EFL learners (e.g. Confucian education values and an exam-dominated culture), more research is needed on the design of EAP courses to cater for learners' needs. To fill this gap, this article reports the results of a needs analysis of a group of undergraduates (N=81) in Hong Kong. The study was based on a triangulation of data which included sources, and included questionnaires administered to both students and the course instructors of their major subject disciplines to identify the perceived importance of specific AP skills/features and learning needs, semi-structured follow-up interviews, and a diagnosis of students' AP competence using a research-based assessment rubric. The findings reveal gaps in students' understanding of their required roles and performance in both EAP and content courses, gaps in expectations between the students and their content course instructors, and gaps in their AP competence (e.g. ability to use linguistic and discourse features to structure interpretations and facilitate the audience's understanding of the information they present). An EAP instruction course design framework is then proposed to develop ESL/EFL learner competence

This study investigates the perceptions of stakeholders on the impact of a high-stakes assessment of English language teachers' proficiency – the minimum language standards Language Proficiency Assessment for Teachers (English) [LPATE], which was introduced in 2000. Given that the test has now been in place for 17 years, the study investigates the extent to which the LPATE assessment has contributed to English language teacher standards in Hong Kong. Interview data from 24 participants in primary and secondary schools in Hong Kong, reveal a number of positive links between the LPATE test and English language teaching as a profession. The introduction of the LPATE was deemed to be necessary in terms of setting, raising and maintaining language proficiency standards; stakeholders' awareness that English teachers need to have high language standards, subject-matter knowledge and pedagogical skills related to English language teaching; and that now an increasing number of English teachers are exempt from the LPATE through having opted for relevant degrees and teacher training, questions should be asked about how and whether the LPATE should be used in more relevant and meaningful ways.
[Copyright © 2017 The Author(s).]

A comparison of the practices of native and non-native teachers of English-as-a-second-language writing in Australia, Hong Kong, Japan, New Zealand, and Singapore based on a Questionnaire and follow-up interviews revealed a gap between teachers' ideal and actual practice, similar perceptions of the constraints preventing them from teaching according to their Preferred practice, and a general lack of training in process writing. Many of the teachers took a middle-of-the-road approach combining product and process teaching philosophies, with a somewhat more traditional approach taken by non-native speakers of English and those teaching in Asian countries. Those teaching in Australia were the most process-oriented in theory and practice, those teaching in Japan were the most product-oriented in theory and practice, while those teaching in the other countries of the survey showed a greater difference between theory and practice and more variation across individual teachers. The results can be interpreted to mean that the community of explanation (theory or ideal for practice) and the community of practice (actual practices) among teachers of English composition are not always well-aligned. While the rhetoric of process writing is generally the basis of the teachers' ideal or teaching philosophy, this rhetoric may mask a shallow commitment to the practices of process writing, and teachers may undermine the basis of process writing in attempting to selectively implement its tenets or to blend process and product elements in their teaching of writing. On the other hand, it may be that teachers of English in the Asia-Pacific region are developing a compromise teaching approach that combines process and product elements in a new synthesis.
[Copyright © 1997 Sage Publications.]