Filipina domestic helpers in Hong Kong and their role in English language learning

2003 ◽  
Author(s):  
Elaine C Crebo
Keyword(s):  
Hong Kong ◽  
Language Learning ◽  
English Language ◽  
English Language Learning

scholarly journals Balancing Competing Needs among Stakeholders: Lessons from the Self-access Language Learning Centre (SALL) of the Chinese University of Hong Kong (Shenzhen)

2016 ◽  
pp. 46-55
Author(s):  
Kwan-yee Sarah Ng ◽  
Yang Gu
Keyword(s):  
Social Sciences ◽  
Hong Kong ◽  
Language Learning ◽  
Future Development ◽  
English Language ◽  
Private University ◽  
Business Administration ◽  
The Self ◽  
English Language Learning ◽  
Chinese University

The Chinese University of Hong Kong (Shenzhen), referred to as ‘University’ or ‘CUHK(SZ)’ hereafter, is a newly established private university located in the Longgong District of Shenzhen, which is a special economic zone in the southern part of China. Its first batch of about 300 undergraduate freshmen, all majoring in Business Administration, commenced studies in September 2014. The Self-access Language Learning Centre (‘SALL’ or ‘the Centre’ hereafter), as a unit under the School of Humanities and Social Sciences (SHSS[1]), was put into trial operation from 6th March to 4th June 2015 to explore students’ needs and preferences in self-access English language learning. The purpose of this progress summary is to delineate and analyze the trial operation. It is divided into two major sections. The first section is a brief description of the 3-month trial operation and evaluation whereas the second section details recommendations for the future development of the SALL and other self-access centres also needing to address conflicting needs among stakeholders.

scholarly journals An Interviewer’s Reflection of Data Collection in Building an Archive of Language Learner Experiences

2020 ◽  
Author(s):  
John Patkin
Keyword(s):  
Hong Kong ◽  
Data Collection ◽  
Language Learning ◽  
Large Scale ◽  
English Language ◽  
Language Learner ◽  
English Language Learning ◽  
Learning History ◽  
Invaluable Tool ◽  
History Of

Interviewing is one of the most common data collection tools in qualitative research. It is widely discussed in research methods classes and literature and considered as an invaluable tool for gathering facts and feelings. In this paper, I reflect systematically on the first 270 interviews conducted for a large-scale investigation into the English language learning history of Hong Kong university students. I discuss how existing literature served as a guide to interviewing but once in the field, I reflect on how I adapted and improvised to improve my interviewing skills. I also analyze and discuss the strategies I employed to encourage undergraduates in Hong Kong universities to reveal aspects of their English language learning experiences and the methods that I used to limit personal influence. I benefitted from recording my progress and reflecting on the interview process internally and with peers and supervisors. I hope my autoethnographic-like style will give fellow researchers the freedom to reflectively explore themselves and their interviewing techniques.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

Sign in / Sign up

Export Citation Format

Share Document