Differences in perceived approaches to learning and teaching English in Hong Kong secondary schools

2011 ◽  
Vol 63 (2) ◽  
pp. 195-218 ◽  
Author(s):  
Barley Mak ◽  
Pakey Chik
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Approaches To Learning ◽  
Teaching English ◽  
Learning And Teaching

scholarly journals Catering for Learner Diversity in Hong Kong Secondary Schools: Insights from the Relationships Between Students’ Learning Styles and Approaches

2020 ◽  
Vol 3 (4) ◽  
pp. 610-631
Author(s):  
Hongbiao Yin ◽  
John Chi-Kin Lee ◽  
Zhonghua Zhang
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Learning Styles ◽  
Learning Style ◽  
Curriculum Design ◽  
Structural Equation ◽  
Approaches To Learning ◽  
Social Orientation ◽  
Equation Modeling ◽  
Classroom Teaching

Purpose: Catering for learner diversity is a key issue in the recent educational reforms in Hong Kong. The present study addresses this issue through an investigation of the relationships between students’ learning styles and approaches to learning in Hong Kong secondary schools. Design/Approach/Methods: A total of 6,054 junior secondary students in Hong Kong responded to a questionnaire consisting of two instruments. A series of confirmatory factor analysis, two-way analysis of variance, and structural equation modeling analysis were conducted. Findings: The results identified three types of learning style among the students which are characterized by a cognitive orientation, a social orientation, and a methodological orientation. Some significant gender- and achievement-level differences were revealed. Compared with the socially oriented learning style, the cognitively and methodologically oriented learning styles were more extensively and strongly related to students’ approaches to learning, even though these students showed a greater preference for the socially oriented learning style. Originality/Value: It is unwise to blindly cater for students’ learning styles in classroom teaching and curriculum design. Teachers should adopt a comprehensive and balanced approach toward the design of curriculum and teaching which not only highlights the congruence between students’ learning styles and teacher’s pedagogy but also integrates the constructive frictions between them into classroom teaching.

Language policies for Hong Kong schools since 1997

2010 ◽  
Author(s):  
Vincent Kan ◽  
Bob Adamson
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Language Policy ◽  
Mother Tongue ◽  
International Communication ◽  
National Language ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Mother Tongue Education ◽  
Important Means

Francis of Education (print)/1474-8479 (online) Article 2010 Language in education debates in Hong Kong focus on the role and status of English (as the former colonial language and an important means for international communication); Cantonese, the mother tongue of the majority of the population; and Putonghua, the national language of China. This paper examines the language policy formulated in 1997–1998, and finds that it radically departed from previous policies by mandating the use of Cantonese as the medium of instruction in secondary schools. The paper then analyses two subsequent policy revisions and concludes that, while the tonal emphasis on mother-tongue education has remained, the policy revisions have reversed the language policy to previous practices that emphasised the importance of English.

scholarly journals Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

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