Abstract
In Hong Kong society, academic achievement and proficiency in the English language as a core curricular subject and global lingua franca remains elusive for many students in Hong Kong schools, particularly for youth from low-income families in low-ranked schools. Given that teaching and learning English is deeply implicated in social stratification and educational inequality, initial teacher education must prepare English teachers who are committed to social justice and inclusion and who have the capacity to develop contextualised and culturally sustainable pedagogies. This paper reports on a participatory research project working at the nexus of teacher education, schools and communities to develop culturally responsive, socially just and sustainable pedagogies for teaching and learning English in high-poverty primary and secondary schools in Hong Kong. Teacher educators, student-teachers on an undergraduate teacher preparation programme worked with practicing teachers and classes of English learners in six primary and secondary schools during an 8-week teaching practicum. The project focussed on community building and critical reflection through regular study groups and humanising English language teaching and learning through classroom-based action research in each participating school. Implications for English language education and teacher education in the current Hong Kong sociopolitical and sociocultural context are discussed.
Presenters
Margaret LoAssistant Professor, Teacher Education and Leadership Learning Unit, The University of Hong Kong, Hong Kong
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
ENGLISH AS A SECOND LANGUAGE, TEACHER EDUCATION, SCHOOLS, INCLUSION
