EXPLORATION OF TEACHERS PERCEP

ISBN-10: 137471769X
ISBN-13: 9781374717695
Category: Language Arts & Disciplines
Pages: 118
Language: English
Published: 2017-01-27
Publisher: Open Dissertation Press
Authors: Yuen-Nam Wendy Tsui, 徐菀楠

Description

This dissertation, "An Exploration of Teachers' Perceptions and Instructional Practices Regarding the Use and Choice of Language Medium in Two Hong Kong Secondary Schools" by Yuen-nam, Wendy, Tsui, 徐菀楠, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract of thesis entitled An exploration of teachers' perceptions and instructional practices regarding the use and choice of language medium in two Hong Kong secondary schools Submitted by Tsui Yuen Nam Wendy For the degree of Master of Arts in Applied Linguistics At the University of Hong Kong August, 2004 The implementation of the single medium of instruction policy in 1998 caused significant changes in the proportion of EMI and CMI schools, and in language policy and instructional practices within many schools in Hong Kong. More recently, the CMI schools have been allowed to provide English medium education from Secondary Form Four. The purpose of this study is two-fold. First, it investigates the effectiveness of the current single medium of instruction policy in two secondary schools- one EMI school and one CMI school in Hong Kong. It does this by examining the perceptions and instructional practices of frontline teachers in these EMI and CMI schools. In the study, six teachers who are teaching senior forms in both EMI and CMI of those schools were invited to be subjects. A qualitative approach which included lesson observations and semi-structured interviews was adopted. All the data were audio-taped and transcribed, and analysed using a discourse analytic framework. Results indicate that teachers in those EMI and CMI schools did not completely comply with the single medium of instruction policy. The teachers all used mixed code as part of their everyday instructional practices as they said it maximized students' learning. I conclude that mixed code teaching seems to serve a number of valuable pedagogic functions seen by teachers as effective means to facilitate teaching and learning in their classrooms. DOI: 10.5353/th_b2966527 Subjects: Native language and education - China - Hong Kong Language and education - China - Hong Kong High school teachers - China - Hong Kong - Attitudes

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