Margaret Lo | The University of Hong Kong (original) (raw)
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Papers by Margaret Lo
International Journal of Inclusive Education, 2016
ABSTRACT Social diversity is now commonplace in many communities in today’s globalised world. Thi... more ABSTRACT Social diversity is now commonplace in many communities in today’s globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child’s opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers’ identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered.
Developing Evaluative Judgement in Higher Education
Teaching and Teacher Education
Mentoring Tutoring Partnership in Learning, May 1, 2006
This study examines the post-observation interactions between six English as a Second Language (E... more This study examines the post-observation interactions between six English as a Second Language (ESL) student teachers and their university tutors during their teaching practicum in Hong Kong. Data consist of interviews with university tutors, transcriptions of recorded ...
Social diversity is now commonplace in many communities in today’s globalised world. This diversi... more Social diversity is now commonplace in many communities in today’s globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child’s opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers’ identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered.
year of a Bachelor of Education in English language education in Hong Kong. Specifically, it exa... more year of a Bachelor of Education in English language education in Hong Kong. Specifically, it examines the authors' attempts to create a community of practice around New Literacies teaching and learning. As part of this endeavour, the authors sought to embody -and to encourage their student teachers to appropriate as part of their evolving teaching selves -the 'insider mindset' of new literacies practices, as the authors planned and implemented the course. They hoped that experientially connecting theory and practice of New Literacies would provide affordances for teacher educators, and for student teachers, to capitalise on the powerful potential of digital technologies in order to rethink how curriculum might be implemented in ways that are more multimodal, participative, and collaborative. As the authors discuss below, their attempt encountered unanticipated challenges, reflecting the power of existing institutional structures and unarticulated assumptions. The final part of the chapter examines lessons from the authors experience that may have resonance in other contexts and explores how they might approach the challenges they encountered differently in the future.
Lo, M. M. (2014). Negotiating and appropriating new literacies in English Language classrooms in Hong Kong primary schools: Economies of knowledge, attention and enjoyment. (PhD), University of Hong Kong, Hong Kong. , 2000
Mentoring & Tutoring: Partnership in Learning, 2006
This study examines the post-observation interactions between six English as a Second Language (E... more This study examines the post-observation interactions between six English as a Second Language (ESL) student teachers and their university tutors during their teaching practicum in Hong Kong. Data consist of interviews with university tutors, transcriptions of recorded ...
Conference Presentations by Margaret Lo
Lo, M. M. (2014). Young ESL learners as microcelebrities in the attention economy of a class wiki. Paper presented at the APERA International Conference, 19-21 November 2014, Hong Kong Institute of Education, Hong Kong.
Lo, M. (2016). Developing critical inclusive pedagogies in preservice teachers through youth mentoring as service-learning Paper presented at the The 2nd International Conference on Service-Learning (ICSL), 1-2 December 2016. Hong Kong Polytechnic University
Book Chapters by Margaret Lo
Handbook of research on multiliteracies and technology enhanced education: Social practice and the global classroom, 2010
means, electronic or mechanical, including photocopying, without written permission from the publ... more means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.
International Journal of Inclusive Education, 2016
ABSTRACT Social diversity is now commonplace in many communities in today’s globalised world. Thi... more ABSTRACT Social diversity is now commonplace in many communities in today’s globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child’s opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers’ identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered.
Developing Evaluative Judgement in Higher Education
Teaching and Teacher Education
Mentoring Tutoring Partnership in Learning, May 1, 2006
This study examines the post-observation interactions between six English as a Second Language (E... more This study examines the post-observation interactions between six English as a Second Language (ESL) student teachers and their university tutors during their teaching practicum in Hong Kong. Data consist of interviews with university tutors, transcriptions of recorded ...
Social diversity is now commonplace in many communities in today’s globalised world. This diversi... more Social diversity is now commonplace in many communities in today’s globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child’s opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers’ identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered.
year of a Bachelor of Education in English language education in Hong Kong. Specifically, it exa... more year of a Bachelor of Education in English language education in Hong Kong. Specifically, it examines the authors' attempts to create a community of practice around New Literacies teaching and learning. As part of this endeavour, the authors sought to embody -and to encourage their student teachers to appropriate as part of their evolving teaching selves -the 'insider mindset' of new literacies practices, as the authors planned and implemented the course. They hoped that experientially connecting theory and practice of New Literacies would provide affordances for teacher educators, and for student teachers, to capitalise on the powerful potential of digital technologies in order to rethink how curriculum might be implemented in ways that are more multimodal, participative, and collaborative. As the authors discuss below, their attempt encountered unanticipated challenges, reflecting the power of existing institutional structures and unarticulated assumptions. The final part of the chapter examines lessons from the authors experience that may have resonance in other contexts and explores how they might approach the challenges they encountered differently in the future.
Lo, M. M. (2014). Negotiating and appropriating new literacies in English Language classrooms in Hong Kong primary schools: Economies of knowledge, attention and enjoyment. (PhD), University of Hong Kong, Hong Kong. , 2000
Mentoring & Tutoring: Partnership in Learning, 2006
This study examines the post-observation interactions between six English as a Second Language (E... more This study examines the post-observation interactions between six English as a Second Language (ESL) student teachers and their university tutors during their teaching practicum in Hong Kong. Data consist of interviews with university tutors, transcriptions of recorded ...
Lo, M. M. (2014). Young ESL learners as microcelebrities in the attention economy of a class wiki. Paper presented at the APERA International Conference, 19-21 November 2014, Hong Kong Institute of Education, Hong Kong.
Lo, M. (2016). Developing critical inclusive pedagogies in preservice teachers through youth mentoring as service-learning Paper presented at the The 2nd International Conference on Service-Learning (ICSL), 1-2 December 2016. Hong Kong Polytechnic University
Handbook of research on multiliteracies and technology enhanced education: Social practice and the global classroom, 2010
means, electronic or mechanical, including photocopying, without written permission from the publ... more means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark.