In response to the limited vocabulary size of its undergraduates, an independent vocabulary learning platform, VLearn was designed and launched in a university in Hong Kong. As an elearning environment that supports self-directed vocabulary learning of Chinese learners, the primary aim of VLearn is to equip users with appropriate knowledge and skills for vocabulary expansion. This paper introduces the contents of VLearn, and the theoretical underpinnings of its design. It also reports on the vocabulary learning experience of its users during an eight week evaluation study. Suggestions are made on how independent vocabulary building at higher education, as well as comprehensive vocabulary instruction at early years could be supported by means of technology.
Since the launch of the Whole School Approach to Integrated Education (WSA) in 1997, mainstream schools in Hong Kong have been admitting an increasing diversity of learners. They include, for example, children identified with different categorical learning needs, and more recently those who learn Chinese as a second language. Nonetheless, many teachers in this predominantly Chinese community remain skeptical to date about their pedagogical capacity for achieving greater inclusion. This paper discusses the contextual challenges of glocalizing inclusive quality education in Hong Kong. In response to the teachers' concern about their professional readiness to support the learning of all children, it proposes a research framework for understanding their inclusive pedagogy-as a bottom-up approach to inform the development of more cultural-specific inclusive teacher education therein.
This paper reports on an ongoing study that explores inclusive pedagogy with six teachers in Hong Kong through an inclusive methodological approach. It discusses some of the key methodological challenges of ethically recognising the teachers as credible producers of their pedagogical knowledge (rather than, as subordinate research objects). For example, how and to what extent can the teachers be involved methodologically without affecting the trustworthiness of the study? Who is to decide what counts as evidence of their inclusive practices, and on what basis is this decision made? Is it possible for the researcher to remain non-judgmental throughout the processes of the study?
This paper reports on a study designed to examine how the school-based curriculum of a government-funded English bridging programme in Hong Kong respondsto the linguistic needs of newly arrived children with limited English proficiency. By a case study approach with multiple data collection methods, which includethe collection of documents, lesson observations, and interviews, this qualitative studyattempts to offer insight into how an inclusive curriculum is perceived and realized by language teachers in the cultural context. Recommendations on curriculum design and implementation are made, with the aim of better equipping immigrant students with essential linguistics skills and knowledge to participate and achieve in mainstream classrooms.
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