Pedagogical Conditions for the Teaching and Learning of English as a Foreign Language in Hong Kong Kindergartens INTRODUCTION (original) (raw)
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Considerable effort and interest has been invested in the teaching and learning of English in Hong Kong, due both to its historical status as a former British colony and the instrumental power of English as the international language of business, commerce, technology and academia. With its geographical location at the southern tip of China and its historical links to both Britain and China, Hong Kong is a rich and fascinating sociolinguistic entity, of interest to researchers and practitioners both within and beyond the Asia-Pacific region.
A Review of Research in English Language Education in Hong Kong in the Past 25 Years
Kong in the past 25 years. A total of 108 studies under five themes have been reviewed: (1) English language teaching; (2) English language curriculum, assessment and reform; (3) Students' perspectives: motivation and attitudes, learning experience and strategies; (4) Teachers' perspectives: attitudes and values, language awareness, teacher training and qualifications; (5) Learning outcome: language use, English standards and the impact on teaching and learning. Five ongoing debates/controversial issues emerging from these studies have been identified and discussed. There are critiques and recommendations on the current situation and future development of research.
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Many Chinse students shy away from English and they do not feel confidence in using English academically and socially. This paper aims to examine factors that have an impact on effective English teaching and learning in the Chinese context. Three aspects including characteristics of English learners, distinctions between English and Chinese language culture of high-stake examinations have been discussed and useful and effective teaching strategies are suggested for English language teachers in china to address the challenges faced by English teachers and learners in China.
World Applied Sciences Journal, 2017
The aim of this study is to investigate the New Zealand early childhood teachers' perspectives and practices on English acquisition among Asian English language learners (ELLs). The theoretical framework of this research draws on sociocultural perspectives. The main participants of this study were seven early childhood teachers and six Asian immigrant ELLs from two ECE centres. Research methods included observations and semi-structured pre-and post-observation interviews. The findings revealed that there were dissonances between the teachers' perspectives and their practices. While the teachers viewed that the Asian ELLs would naturally acquire English due to its dominant role in the early childhood setting, there were challenges both on the teachers' and Asian ELLs' part. This study provides a basis from which to consider how early childhood teachers in New Zealand better support ELLs as they acquire English, while valuing and supporting their linguistic and cultural backgrounds.
Journal of Education and Practice, 2016
In China the English medium schools are now mushrooming and many parents send their children at very early age. These schools enroll children of pre-school to school age to learn through English as foreign language regardless of their proficiency in the first language. Therefore the study aims at examining the learning English language as a foreign language in English medium schools (EMS) in China. Specifically the study intended: to identify reasons for parents sending their children in English medium school at early age; and to identify challenges facing parents sending their children to English medium schools. The study used qualitative approach. Random and purposeful sampling were used in getting sample for the study, the sampled size was 4 parents. The parents/guardians were interviewed in data collection. Results showed that majority of the parents sent their children to English Medium schools (EMS) for future mobility of their children in education sector which leads to eco...
TESOL Journal, 2014
One of the most significant trends in contemporary English language teaching is the dramatic increase in English as a foreign language (EFL) programs for younger children (ages 3-12) in school systems throughout the world. These programs have created special challenges for teachers who are nonnative English speakers (NNES). To document the methodology of NNES teachers of younger children, the authors of this article created 14 classroom teaching videos which were embedded in a web-based survey. This survey was sent to EFL teachers of children in schools throughout Asia and Latin America as a needs analysis for teachers who would be participating in training programs related to an international textbook series. The results of this survey challenge the stereotypes about these teachers, deepen our understanding of their methodological practices, and provide models for professional development. Although some of the techniques were more familiar to the respondents than others, most of the teachers in this study indicated that they use a broad range of techniques within their local communities of practice. These teachers expressed their willingness to adopt the less familiar techniques if they were provided with appropriate materials and training. Finally, most of the teachers in this study favored collaborative, relational forms of professional development.
Current Issues in English Education for Young Learners in East Asia
English Teaching, 2014
Recognizing English as an increasingly powerful lingua franca, many governments in East Asia have implemented English-language education at the primary school level. The zeal for teaching English to younger and younger learners extends to both within and outside of the formal education system. While there are many unique local issues, a number of challenges and issues apply across the East Asian region. In this article, I focus on three such topics: (a) the widespread belief in the increased benefit of starting English-language learning when children are very young; (b) the emergence of new instructional models in early English teaching; and (c) the growing gaps in English-language achievement by children's socioeconomic status (SES). In discussing these issues, I draw on examples from previous studies as well as my own applied linguistics research in East Asia. I conclude by offering suggestions for future research directions that will inform pedagogy and policies for early English education.
This paper reports on the results of a large-scale survey of the attitudes of students, teachers , and parents towards the use of English as a medium of instruction in Hong Kong secondary schools, where Chinese is the native language of the great majority of the students. The findings indicate that, while Hong Kong is to revert to Chinese rule in the middle of 1997, students and their parents consistently value English over Chinese as a teaching medium for pragmatic reasons, although they agree with the teachers that instruction in Chi-nese is educationally more effective. The findings of the study are interpreted in the light of an historical overview of the place of English in Hong Kong education since Britain's occupation of the territory in 1841, and a review of previous findings on the attitudes of students, teachers, and parents on this issue.