Dissemination strategies for the newly revised Chinese language curriculum in Hong Kong = Xianggang zhong xue Zhongguo yu wen ke xin xiu ding ke cheng de tui guang ce lüe

2002 ◽  
Author(s):  
Ming-yan Lau
Keyword(s):  
Hong Kong ◽  
Chinese Language ◽  
Language Curriculum

scholarly journals Stigma, Discrimination, and Hate Crimes in Chinese-Speaking World amid Covid-19 Pandemic

2021 ◽  
Author(s):  
Jianhua Xu ◽  
Guyu Sun ◽  
Wei Cao ◽  
Wenyuan Fan ◽  
Zhihao Pan ◽  
...  
Keyword(s):  
Data Mining ◽  
Hong Kong ◽  
Political Ideology ◽  
Chinese Population ◽  
Early Stage ◽  
Chinese Language ◽  
Hate Crimes ◽  
Overseas Chinese ◽  
Mainland Chinese ◽  
Media Reports

AbstractThe Covid-19 pandemic has given rise to stigma, discrimination, and even hate crimes against various populations in the Chinese language–speaking world. Using interview data with victims, online observation, and the data mining of media reports, this paper investigated the changing targets of stigma from the outbreak of Covid-19 to early April 2020 when China had largely contained the first wave of Covid-19 within its border. We found that at the early stage of the pandemic, stigma was inflicted by some non-Hubei Chinese population onto Wuhan and Hubei residents, by some Hong Kong and Taiwan residents onto mainland Chinese, and by some Westerners towards overseas Chinese. With the number of cases outside China surpassing that in China, stigmatization was imposed by some Chinese onto Africans in China. We further explore how various factors, such as the fear of infection, food and mask culture, political ideology, and racism, affected the stigmatization of different victim groups. This study not only improved our understanding of how stigmatization happened in the Chinese-speaking world amid Covid-19 but also contributes to the literature of how sociopolitical factors may affect the production of hate crimes.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822097854
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
High Stakes Testing ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Secondary English ◽  
Language Curriculum ◽  
Teachers And Students

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

scholarly journals Cultural Differences in the Hedonic Rewards of Recalling Kindness: Priming Cultural Identity with Language

2021 ◽  
Vol 2 (1) ◽  
pp. 80-90
Author(s):  
Lilian J. Shin ◽  
Seth M. Margolis ◽  
Lisa C. Walsh ◽  
Sylvia Y. C. L. Kwok ◽  
Xiaodong Yue ◽  
...  
Keyword(s):  
Hong Kong ◽  
Cultural Identity ◽  
Emotional Experience ◽  
Chinese Language ◽  
Well Being ◽  
Cultural Identities ◽  
Weak Ties ◽  
Recent Theory ◽  
Emotional Experiences ◽  
The Usa

AbstractRecent theory suggests that members of interdependent (collectivist) cultures prioritize in-group happiness, whereas members of independent (individualist) cultures prioritize personal happiness (Uchida et al. Journal of Happiness Studies, 5(3), 223–239 Uchida et al., 2004). Thus, the well-being of friends and family may contribute more to the emotional experience of individuals with collectivist rather than individualist identities. We tested this hypothesis by asking participants to recall a kind act they had done to benefit either close others (e.g., family members) or distant others (e.g., strangers). Study 1 primed collectivist and individualist cultural identities by asking bicultural undergraduates (N = 357) from Hong Kong to recall kindnesses towards close versus distant others in both English and Chinese, while Study 2 compared university students in the USA (n = 106) and Hong Kong (n = 93). In Study 1, after being primed with the Chinese language (but not after being primed with English), participants reported significantly improved affect valence after recalling kind acts towards friends and family than after recalling kind acts towards strangers. Extending this result, in Study 2, respondents from Hong Kong (but not the USA) who recalled kind acts towards friends and family showed higher positive affect than those who recalled kind acts towards strangers. These findings suggest that people with collectivist cultural identities may have relatively more positive and less negative emotional experiences when they focus on prosocial interactions with close rather than weak ties.

scholarly journals Formation of Hong Kong’s Administrative System in the 1840-1870s

2021 ◽  
pp. 61-65
Author(s):  
G.Z. Papashvili
Keyword(s):  
Hong Kong ◽  
British Empire ◽  
Chinese Language ◽  
Colonial Administration ◽  
Qualitative Characteristic ◽  
Chinese Community ◽  
Administrative System ◽  
Qing Empire ◽  
Administrative Control ◽  
Control Pattern

The article considers the process of Hong Kong’s administrative system formation after its placement under the administration of the British Empire in 1842. A brief description of the local Chinese and expatriate communities is given and the character of their interaction is identified. The transformations of Hong Kong’s administrative system at the various stages of its formation are analyzed and its qualitative characteristic is given. The significant language and other barriers to the establishing of interaction between colonial administration and the Chinese community and inefficiency of the administrative control pattern in the 1840-50s are identified. Inefficiency of this pattern is considered as a prerequisite for its development by establishing of the new scheme of civil servants’ selection with the aim of teaching them Chinese language and creation of the team of interpreters ready to communicate with the local Chinese. The abovementioned scheme turned out to be efficient and practically laid the foundation for creating Hong Kong’s administrative system. The author comes to the conclusion that the new scheme trained specialists made an important contribution to the development of Hong Kong, which from the periphery of the Qing Empire was transformed to the autonomous outpost of the British Empire.

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