Digital competence and online language teaching: Hong Kong language teacher practices in primary and secondary classrooms

System ◽  
2021 ◽  
Vol 103 ◽  
pp. 102653
Author(s):  
Kevin M. Wong ◽  
Benjamin Luke Moorhouse
Keyword(s):  
Hong Kong ◽  
Teacher Practices ◽  
Language Teaching ◽  
Digital Competence ◽  
Secondary Classrooms ◽  
Language Teacher

scholarly journals Language teaching

2006 ◽  
Vol 39 (1) ◽  
pp. 15-19
Keyword(s):  
Hong Kong ◽  
English Language ◽  
Linguistic Diversity ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Language Testing ◽  
World Englishes ◽  
English Language Teaching ◽  
Language Teacher ◽  
Brunei Darussalam

06–01Akira, Mochida & Harrington, Michael (U Queensland, Australia), The Yes/No test as a measure of receptive vocabulary knowledge. Language Testing (Hodder Arnold) 23.1 (2006), 73–98.06–02Biddle, Rodney (Gunma Prefectural Women's U, Japan), What makes a good English class? Perceptions of individuality and the group among Japanese EFL students. The Language Teacher (Japan Association for Language Teaching) 29.8 (2005), 3–8.06–03Burden, Peter (Okayama Shoka U, Japan), The castor oil effect: Learner beliefs about the enjoyment and usefulness of classroom activities and the effects on student motivation. The Language Teacher (Japan Association for Language Teaching) 29.10 (2005), 3–9.06–04Corbeil, Giselle (Acadia U, Canada), Effectiveness of focus on forms instruction: Different outcomes on constrained and free production tasks?Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 8.1 (2005), 27–46.06–05Dastjerdi, Hossein Vahid, Talebinezhad & Mohammad Reza (U Isfahan, Iran), Chain-preserving deletion procedure in cloze: A discoursal perspective. Language Testing (Hodder Arnold) 23.1 (2006), 58–72.06–06Guan Eng Ho, Debbie (U Brunei Darussalam, Brunei; [email protected]), Why do teachers ask the questions they ask?RELC Journal (Sage) 36.3 (2005), 297–310.06–07Honna, Nobuyuki (Aoyama Gakuin U, Japan; [email protected]) & Yuko Takeshita, English language teaching in Japan: Policy plans and their implementations. RELC Journal (Sage) 36.3 (2005), 363–383.06–08Jenkins, Jennifer (King's College, U London, UK), Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 535–543.06–09Kato, Asako (Fudoka Seiwa High School, Japan), The visual text speaks louder than the written text: An examination of the revised Monkasho English I textbooks. The Language Teacher (Japan Association for Language Teaching) 29.5 (2005), 3–13.06–10Lazaraton, Anne (U Minnesota, Minneapolis, USA; [email protected]) & Noriko Ishihara, Understanding second language teacher practice using microanalysis and self-reflection: A collaborative case study. The Modern Language Journal (Blackwell) 89.4 (2005), 529–542.06–11Li, Defeng (Chinese U Hong Kong, China; [email protected]), Teaching of specialized translation courses in Hong Kong: A curricular analysis. Babel (John Benjamins) 51.1 (2005), 62–77.06–12McCaughey, Kevin (California, USA; [email protected]), Thekashasyndrome: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 455–459.06–13McEachron, Gail (College of William and Mary, VA, USA) & Ghazala Bhatti, Language support for immigrant children: A study of state schools in the UK and US. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 164–180.06–14Reza Hashemi, Mohammad & Farah Gowdasiaei (Ferdowsi U Mashhad, Iran; [email protected]), An attribute-treatment interaction study: Lexical-set versus semantically unrelated vocabulary instruction. RELC Journal (Sage) 36.3 (2005), 341–361.06–15Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.06–16Sercu, Lies (Katholieke Universiteit Leuven, Belgium), María del Carmen Méndez García & Paloma Castro Prieto, Culture learning from a constructivist perspective: An investigation of Spanish foreign language teachers' views. Language and Education (Multilingual Matters) 19.6 (2005), 483–495.06–17Stempleski, Susan (City U New York, USA), Developing fluency: Some suggestions for the classroom. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 31–33.06–18Swan, Michael (Freelance), Legislation by hypothesis: The case of task-based instruction. Applied Linguistics (Oxford University Press) 26.3 (2005), 376–401.06–19Ter-Minasova, Svetlana G. (Moscow State U, Russia; [email protected]), Traditions and innovations: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 445–454.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822097854
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
High Stakes Testing ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Secondary English ◽  
Language Curriculum ◽  
Teachers And Students

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.

Four decades of ELT development in Hong Kong: Impact of global theories on the changing curricula and textbooks

2019 ◽  
pp. 136216881986556
Author(s):  
Jim Yee Him Chan
Keyword(s):  
Hong Kong ◽  
Language Learning ◽  
Language Teaching ◽  
Future Research ◽  
Oxford University ◽  
The Past ◽  
Framework Approach ◽  
Language Needs ◽  
Recent Debate ◽  
Textbook Design

The past 40 years have witnessed significant developments in ELT research, reflecting the changes in learners’ language needs and the extensive development of various language learning/teaching methods in different times and places. The aim of this study is to provide a systematic and comprehensive account of changing ELT methods (oral-structural approach, communicative language teaching and task-based language teaching) in Hong Kong’s secondary education between 1975 and the present. By adopting Richards and Rodgers’s (2014) framework (approach, design and procedure), it examined how ELT theories have been transformed into local curricula (1975, 1983, 1999 and 2002/07) and commercial textbooks (Longman, Oxford University Press) via detailed content analysis. The findings suggest that research into ELT methods in Hong Kong over the past decades has generally directed the designs of the language curricula. Changes in the textbooks, however, have been relatively limited, although considerable attempts have been made to align textbook design with ELT trends. By considering various constraints in the theory-to-practice process, this study offers suggestions for future research and language teaching, particularly regarding the recent debate over the choice between the ‘weak’ and ‘strong’ versions of task-based language teaching in EFL contexts, and the post-methods perspective in language teaching.

scholarly journals Understanding Language Teaching: An Educational Perspective

2014 ◽  
Vol 2 (1) ◽  
pp. 80-83
Author(s):  
Ravi Bhushan
Keyword(s):  
Second Language ◽  
Language Teaching ◽  
Empirical Studies ◽  
Educational Theory ◽  
Language Learner ◽  
Classroom Teaching ◽  
Second Language Teaching ◽  
Language Teacher ◽  
Personal Qualities ◽  
Educational Treatment

Notwithstanding the prolonged debate on teaching methods, the concept of language teaching as such has remained less developed. It is not only gradually emancipating itself from the method debate through conceptual schemes, empirical studies and classroom observation, a more deliberate interpretation of second language teaching in terms of educational theory is needed. An educational interpretation of language teaching is clearly interdisciplinary; linguistics, sociolinguistics, cultural studies and educational theory. The model developed by two educational researchers Dunkin and Biddle (1974) for the study of classroom teaching distinguishes four main categories of variables; presage, context, process and product. In their seminal book The Study of Teaching, Dunkin and Biddle critically examine classroom teaching in terms of these essential factors/ relationships. Moreover this model identifies two principal actors; the language teacher and the language learner. The teacher like the learner brings to language teaching certain characteristics which have bearing on educational treatment; age, sex, previous education and personal qualities and social context. This paper would examine the educational dimension of second language teaching with an aim to equip a language teacher with effective tools of ELT.

scholarly journals Moving Beyond Self Introductions to Sharing Self Exploration and Expression

2012 ◽  
Vol 36 (6) ◽  
pp. 27
Author(s):  
Ellen Motohashi
Keyword(s):  
Language Acquisition ◽  
Language Teaching ◽  
Learning Task ◽  
Language Teachers ◽  
Language Teacher ◽  
Teachers And Students ◽  
Based Instruction ◽  
Opening Up ◽  
And Task

Language teachers can easily get caught up in the mechanics and outcome-based instruction of language teaching. Too often, the pedagogic relationship between the language teacher and learner are defined according to the narrowly defined discourse and task-based nature of the learning task designed for language acquisition. Pushing back the boundaries on this relationship and opening up opportunities for self-expression and self exploration through an introductory task termed Self Maps helps teachers and students to move beyond formulaic introductory exchanges and express themselves more deeply in their unique and singular individuality. 語学教師は授業の際、文の構造や学習の成果についとらわれがちである。また多くの場合、語学教師と学習者の関係は、言語習得のためにデザインされた、狭義でのディスコースやタスクに基づく学習活動の性質によって決まってしまう。この両者の間の境界を押し広げ、セルフマップという自己紹介活動を通して自己表現と自己探求の機会を与えることにより、教師と学習者は紋切り型の自己紹介を超え、個々の唯一無二の個性をより深く表現できるようになる。

Language teacher research engagement

2010 ◽  
Vol 43 (4) ◽  
pp. 391-429 ◽  
Author(s):  
Simon Borg
Keyword(s):  
Professional Practice ◽  
Teacher Research ◽  
Language Teaching ◽  
Language Teachers ◽  
Research Knowledge ◽  
Language Teacher ◽  
Reading Research ◽  
Professional Activities ◽  
Research Engagement ◽  
Educational Literature

The aim of this review is to provide a critical analysis of language teacher research engagement. The term ‘research engagement’ here covers both engagement in teacher research (i.e. by doing it) as well as engagement with research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers’ practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers’ professional activities. The paper concludes by outlining a number of conditions which facilitate teachers’ attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.

Book review: Farrell, T.S.C. (2017). Sociolinguistics and Language Teaching. Alexandria, Virginia. TESOL Press, vi + 50 pp.

2018 ◽  
Vol 28 (1) ◽  
Author(s):  
William Lake
Keyword(s):  
Teacher Development ◽  
English Language ◽  
Language Teaching ◽  
Language Teacher

Sociolinguistics, an area not traditionally grouped into TESOL curricula, occupies the limelight in Farrell's fresh addition to the English Language Teacher Development series. Here, educators will find the relevance of sociolinguistics for themselves and their students via accessible summaries of established sociolinguistics research and poignant reflective discussion questions.

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