This book presents empirical findings that reveal various teaching strategies and responses from two sub-cultural groups of students, i.e. local Hong Kong and Mainland students, with regard to their English studies. It puts forward a constructive model for innovative teaching strategies to enhance language attainment and classroom interaction in a multicultural learning environment in Hong Kong. It highlights inclusive teaching strategies with instructional, inspirational and interactional components to accommodate diverse learners and promote their classroom interaction. In addition to contributing to innovation in higher education in Hong Kong, the lessons learned here can be universally applied to ESL/EFL teaching and education reform around the world. Further, they support better learning and teaching at universities in the context of internationalization.
The book will above all benefit undergraduate students in ESL/EFL teacher training programs, and post-graduate research students in applied linguistics, language education and second language teacher education. It also offers a valuable reference book for university lectures in teacher education, researchers in higher education in China, and TESOL/TEFL instructors in English-speaking countries (the UK, USA, Canada, Australia, New Zealand etc.).
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1 | (8) |
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1.1 The Higher Education Context of Hong Kong |
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1.3 The Significance of the Study |
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7 | (1) |
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2 Tertiary English Language Teaching and Learning in Hong Kong |
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9 | (20) |
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2.2 General Review on the Higher Education of Hong Kong |
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2.3 English Language Education in Hong Kong |
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15 | (5) |
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2.4 English Language Teaching in Hong Kong's Universities |
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26 | (3) |
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29 | (14) |
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3.2 Theoretical Framework for Teaching Strategies Investigation |
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3.4 Methodological Triangulation |
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3.4.1 Quantitative Investigation |
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34 | (3) |
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3.4.2 Qualitative Investigation |
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37 | (4) |
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45 | (7) |
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4.3 Discussions of Survey Findings |
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52 | (6) |
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58 | (1) |
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5 Findings from Classroom Observation |
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59 | (18) |
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5.2 Results from Classroom Observation |
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5.2.1 Observed Lessons and Courses |
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5.2.2 Classroom Observations Results |
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61 | (10) |
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5.3 Discussions of Findings from Classroom Observation |
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71 | (4) |
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75 | (2) |
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6 Findings from Interviews |
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77 | (1) |
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6.2 Results from Interviews |
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6.3 Discussions from Interview Findings |
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93 | (5) |
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98 | (1) |
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7 Developing Inclusive Teaching Strategies |
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99 | (1) |
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7.2 The Taxonomy of Teaching Strategies and Its Use in Practice in Discipline-based English Studies |
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100 | (3) |
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7.3 Classroom Interaction Influenced by Cultural Factors |
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103 | (5) |
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7.4 Inclusive Teaching Strategies to Enhance Language Attainment and Class Interactions |
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108 | (8) |
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7.5 Implications for the Higher Educational Institutions in Hong Kong |
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| Appendix A Survey |
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119 | (6) |
| Appendix B Clasroom Observation Maunal |
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125 | (6) |
| Appendix C Interview Protocol |
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131 | (4) |
| References |
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Dr Helena Hing Wa Sit is a Senior Lecturer in Education (TESOL) from the School of Education, Faculty of Education and Arts at the University of Newcastle, Australia. She holds a PhD Degree in Education and an MEd in TESOL from the University of Newcastle, where she won the universitys annual award for best PhD thesis in the Faculty of Education and Arts. Prior to joining the University of Newcastle, Helena worked as a Lecturer in Academic Development (Higher Education) at Macquarie University and a Researcher at the University of Hong Kong. Her research expertise includes Language Education, Second Language Teacher Education, International Education, Cross-cultural Studies and teaching strategies for advanced English learners. Her research at the University of Hong Kong, Macquarie University and the University of Newcastle focuses on internationalization, transformative learning and innovative language education programs. She has published widely in the areas of languageeducation, second language teacher training and international education.
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