Developing intercultural competence plays an essential part in language learning. This resonates with Halliday’s (1978) apt observation that culture provides meaning to language-in-use. Intercultural competence is a complex concept, including dimensions such as attitudes, knowledge, skills, and awareness (Byram, 2009). Cultivating students’ intercultural competence has become one of the objectives of language teaching, and a range of courses has been designed and conducted for preparing students to take an active part in the global world. As more college students are willing to work in multinational corporations or study abroad, language teachers play an important role in providing students with more opportunities to enhance their intercultural knowledge and skills.Based on Byram’s (1997) intercultural competence model and guided by the intercultural language teaching approach proposed by Liddicoat (2003; 2013), the researcher developed a course that seeks to cultivate students’ intercultural competence in four dimensions, attitudes, knowledge, skills, and awareness. One class of second-year English major students took part in the 12-week course with another class as the control group. During the course, students experienced a process which involved noticing, comparing, and reflecting through various intercultural activities. This study employed a range of methods including questionnaire, interview, and reflective journals, and it was found that students’ intercultural competence was improved, and the course showed significantly positive influence on the cultivation of students’ attitudes, facilitation of cultural knowledge acquisition, and the development of intercultural skills and awareness. Further analysis led to identification and detailed discussion of a range of aspects of the four dimensions of intercultural competence such as willingness to explore otherness and enriched knowledge of value systems and various intercultural skills.The study has shown an example

This study investigated learning strategies for Chinese character handwriting (CCW) among students of Chinese as a second language (CSL) in Hong Kong international schools. It first developed an inventory for identifying CCW strategies. The data obtained from the international school students showed that the most frequently used learning strategies as those related to the meaning, structure and shape of Chinese characters; the least frequently used strategies were found to be games, calligraphy, and metacognitive strategies. Then, a factor analysis revealed that two dimensions exist for CCW strategies: knowledge-based and indirect, indicating that both linguistic features of Chinese characters and the cognitive process of handwriting influence students’ employment of CCW strategies. Accordingly, suggestions for teaching approaches and improvement were provided. Copyright © 2024 The Education University of Hong Kong. All Rights Reserved.

The initiation of formal science education provides an opportunity to investigate how age-related language and reading skills respond to the challenge of science literacy (SL) performance. SL in early primary schools refers to the understanding and application of scientific core ideas and practices for informed decision-making. Studies revealed that high levels of singular reading or language skills correlate with better SL performance in school settings. However, it is essential to explore how nuanced words and textual reading skills relate to SL performance for early primary learners. One hundred ninety-three Hong Kong second graders were assessed on word reading, reading comprehension, vocabulary, nonverbal reasoning, and SL. The hierarchical regression model shows that word reading and reading comprehension are significant predictors of SL, controlling for nonverbal reasoning and vocabulary. Further, mediation analysis reveals that reading comprehension significantly mediates the effect of word reading on SL at grade 2, suggesting a shared reading-SL cognitive process. A tailored early elementary school literacy instruction is a promising way to enhance SL development among young learners. Copyright © 2024 Informa UK Limited, trading as Taylor & Francis Group.

In multicultural education, empathy has been regarded as an essential teacher disposition that enables teachers to better understand culturally and linguistically diverse (CLD) students through perspective-taking. However, less is known about the mechanism that underlies how empathy fosters teachers’ competence in supporting CLD students, i.e., their multicultural teaching competence. This study fills the research gap by investigating multicultural beliefs as a potential mediator between teacher empathy (operationalized via perspective-taking) and multicultural teaching competence (as indicated by knowledge, skills, and relationship-building abilities). A total of 445 Chinese preschool and kindergarten teachers in Hong Kong (188 pre-service and 257 in-service teachers) completed a self-report questionnaire assessing teacher empathy, multicultural beliefs, and multicultural teaching competence. Mediation analyses revealed that teacher empathy was related to higher support for multicultural beliefs, which in turn predicted better multicultural skills, knowledge, and relationship-building abilities. The multi-group analysis further indicated equivalent mediation paths for both pre-and in-service teachers. Extending past research underscoring empathy as an essential teacher disposition for multicultural teaching competence, the present study showed that the crucial role of empathy in transforming teachers’ belief in favor of multiculturalism helps foster teachers’ multicultural teaching competence. A practical implication of the present study calls for including perspective-taking and critical examination of teacher beliefs as key elements in teacher education programs that are aimed at facilitating early childhood teachers’ multicultural teaching competence. Copyright © 2024 The Author(s), under exclusive licence to Springer Nature B.V.

This study utilizes the 2015 data from the Hong Kong sample of the Program for International Student Assessment to examine the relative importance of various factors on the science learning performance of Hong Kong students. Using hierarchical linear modeling (HLM), we examined the effect of students’ affective characteristics, involvement, and perceptions of science by parents and school environment on science achievement in Hong Kong. The results of HLM demonstrated that school characteristics explain 33% variance in science achievement, which indicates that school is a critical predicting factor in identifying science achievement. The findings highlighted that identifying as male, having high socioeconomic status (at the student and school levels), high self-efficacy, low test anxiety, less parental support, positive view of science by parents, more school resources, and less teacher autonomy positively influence the science achievement of students. In the final model, school-level predictors, such as disciplinary climate in science classes and teacher-directed science instruction, explained 58% of variance at the school level in positive directions. Lastly, the study discussed the implications of achievement gaps between gender and socioeconomic status and between parents and school influence. Copyright © 2024 Education Research Institute, Seoul National University.

Background: The concept of science, technology, engineering, and mathematics (STEM) capital can serve as a framework for understanding how various resources contribute to aspiration formation in STEM fields. However, to date, it remains unclear what factors should be included in STEM capital and how they may help explain why students do or do not aspire to STEM careers. Purpose: This study aimed to validate the instruments and explore the predictive effect of various factors, including STEM capital and other non-STEM specific cultural capital factors, on students’ STEM aspirations while comparing these variables among primary, junior secondary, and senior secondary levels. Sample: A stratified sample of students (N = 3,991) from the upper-primary to senior-secondary level in Hong Kong participated in the study. Design and methods: An online survey investigation was conducted for data collection. Exploratory and confirmatory factor analyses were performed to validate the instruments before ANOVA, correlation analysis, and regression analysis were performed. Results: The elementary students had significantly greater scores on the STEM capital variables than did the students at the junior and senior secondary levels. Gender, age, parental school involvement and expectations, informal STEM participation, positive views of professionals, and self-concept in mathematics positively predicted STEM aspirations, while having a parent/guardian with a STEM career negatively predicted students’ aspirations. In addition, the results showed that having STEM books at home and self-concept in information technology were additional predictors at some educational levels. The explored factors can explain approximately 30% of the variance in students’ STEM aspirations. Conclusion: Senior students’ STEM capital factors exhibit lower levels compared to their younger peers. The developed, adapted, and translated instruments are valid for measuring the factors composing STEM capital, where some

English as a foreign language (EFL) education has become increasingly ubiquitous in Eastern Asian early childhood education (ECE) settings, but the studies on this phenomenon have not been thoroughly reviewed. This scoping review investigates the scope and findings of the current literature regarding this under-researched phenomenon. Through a five-step protocol, 17 empirical studies published during 2012–2022 are included. Findings indicate that: (1) there are four major research areas: education policy, education technology, teacher and teacher education, and curriculum and pedagogy; (2) Hong Kong receives the most research attention; (3) teachers’ knowledge and beliefs, implementing early EFL education, and effects of interventions constitute three prominent research themes. This review also identified research gaps and highlighted the need for more quantitative research on early EFL education in other parts of Asia, the planning and implementation of EFL policies in micro-level contexts, and in-service educators’ beliefs and practises. Copyright © 2024 The Author(s), under exclusive licence to Springer Nature B.V.

This article reports on a study exploring primary students’ after-class social interactions in English vocabulary acquisition using a mobile learner-generated-content (m-LGC) tool. A total number of 29 grade 4 students from an elementary school in Hong Kong were involved. A case study approach was adopted. Data collection included log data on the m-LGC tool and semi-structured interviews. Data analysis included content analysis, visualisation using Gephi, and thematic analysis. The results show two types of students’ social interactions in a m-LGC learning environment. The interview results indicate that students held different perceptions of social interactions using the m-LGC tool. The implications are discussed. Copyright © 2022 Yin Yang, Yanjie Song.