The role of grammar in the teaching of English in Hong Kong secondary schools : a study of form 2 ESL teachers' beliefs and practices

2008 ◽  
Author(s):  
Kit-man, Kitty Lee
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Esl Teachers ◽  
Beliefs And Practices ◽  
Teachers Beliefs

Exploring an ESL teachers’ beliefs and practices of teaching literary texts: A case study in Hong Kong

2020 ◽  
pp. 136216882093344 ◽  
Author(s):  
Anisa Cheung ◽  
Mairin Hennebry-Leung
Keyword(s):  
Contextual Factors ◽  
Teacher Cognition ◽  
Literary Texts ◽  
Esl Teachers ◽  
Beliefs And Practices ◽  
Teachers Beliefs ◽  
Teacher's Beliefs ◽  
Academic Year

Although much has been written about the relationship between teachers’ beliefs and practices, research examining the role of emotions in the realm of teacher cognition remains limited. This article presents a case study investigating one English as a second language (ESL) teacher’s beliefs and practices about teaching literary texts, drawing on Zembylas’ three levels of teacher emotions (2002, 2005), i.e. intrapersonal, interpersonal and intergroup, as the conceptual framework. The ESL teacher’s beliefs and practices were investigated via open-ended interviews and lesson observations that explored her perceptions of teaching literary texts throughout one academic year. The findings point to the complexity of teacher practices which may converge or diverge with their beliefs. Various contextual factors were found to contribute to this complexity. The results highlight the need to situate the emotions of teachers beyond contextual factors and consider the dynamic nature of teacher cognition. The practical value of the study lies in its extension of the role of emotions in mediating teacher cognition.

An Analysis of Sport Identity as a Predictor of Children’s Participation in Sport

2006 ◽  
Vol 18 (4) ◽  
pp. 415-425 ◽  
Author(s):  
Patrick W.C. Lau ◽  
Kenneth R. Fox ◽  
Mike W.L. Cheung
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Path Analysis ◽  
Peer Influence ◽  
Sport Participation ◽  
Regression Analyses ◽  
Relative Autonomy ◽  
Sport Competence ◽  
Sport Identity

The purpose of this study was to examine the role of sport identity within a model of children’s sport participation. Participants were 238 boys and 231 girls aged 12 to 13 years from state secondary schools in Hong Kong. Questionnaires were administered in order to assess the influences of psychosocial and socioenvironmental constructs on children’s sport involvement. Regression analyses and path analysis were used to assess hypothesized relationships in the model. Results indicated that sport identity was the strongest predictor of children’s sport participation; perceived sport competence, peer influence, and relative autonomy index (RAI) were predictors of sport identity; and path analysis indicated that the data provided a good fit to the model featuring sport identity as the mediator between psychosocial and socioenvironmental variables and children’s sport participation.

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