Trilingual Education in Hong Kong Primary Schools: an Overview
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Discourse, Social Scales, and Epiphenomenality of Language Policy: a Case Study of a Local, Hong Kong NGO
Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO Item Type text; Electronic Dissertation Authors Tso, Elizabeth Ann Publisher The University of Arizona. Rights Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. Download date 27/09/2021 12:25:43 Link to Item http://hdl.handle.net/10150/623063 DISCOURSE, SOCIAL SCALES, AND EPIPHENOMENALITY OF LANGUAGE POLICY: A CASE STUDY OF A LOCAL, HONG KONG NGO by Elizabeth Ann Tso __________________________ Copyright © Elizabeth Ann Tso 2017 A Dissertation Submitted to the Faculty of the GRADUATE INTERDISCIPLINARY PROGRAM IN SECOND LANGUAGE ACQUISITION AND TEACHING In Partial Fulfillment of the Requirements For the Degree of DOCTOR OF PHILOSOPHY In the Graduate College THE UNIVERSITY OF ARIZONA 2017 2 THE UNIVERSITY OF ARIZONA GRADUATE COLLEGE As members of the Dissertation Committee, we certify that we have read the dissertation prepared by Elizabeth Tso, titled Discourse, Social Scales, and Epiphenomenality of Language Policy: A Case Study of a Local, Hong Kong NGO, and recommend that it be accepted as fulfilling the dissertation requirement for the Degree of Doctor of Philosophy. _______________________________________________ Date: (January 13, 2017) Perry Gilmore _______________________________________________ Date: (January 13, 2017) Wenhao Diao _______________________________________________ Date: (January 13, 2017) Sheilah Nicholas Final approval and acceptance of this dissertation is contingent upon the candidate’s submission of the final copies of the dissertation to the Graduate College. -
Astronomy Education in China, Hong Kong Or on This Document Please Contact the Office of Astronomy for Education ([email protected])
Astronomy Education in China, Hong Kong This overview is part of the project "Astronomy Education Worldwide" of the International Astronomical Union's Office of Astronomy for Education. More information: https://astro4edu.org/worldwide Structure of education: Usually, children start their learning in kindergartens from 3 to 6 years old. It is followed by 6-year formal education in mainstream primary education (taught in Chinese, English and Mandarin). Secondary school is compulsory for 6 years, studying all subjects for the first 3 years and registering their interested subjects (from Liberal Arts, Science and Business) as electives for the remaining 3 years. There would be Territory-wide System Assessments for P.3, P.6 and F.3 students every year for evaluating the overall learning standard of students. All twelve years of education at public schools are free of charge if studying at government and aided schools. In the final year of secondary studies, Form 6 Students need to prepare for the Hong Kong Diploma of Secondary Education (HKDSE) Examination to fulfill requirements for higher-level studies. As for Post-secondary Education, there are multiple study pathways, such as 4-year bachelor’s degree programs and 2-year sub-degree programs. For non-Chinese speaking students and foreign nationals, there are also some international schools and private schools in primary and secondary education. They will continue their further studies to overseas universities or high-level educational colleges after another public examination, such as GCE A-Level and IB Diploma (different curriculum comparing to the mainstream education). Education facilities: Hong Kong schools have typical class sizes of around 25 to 30 students, students usually would have the same timetables from primary to secondary (P.1-P.6 and F.1-F.3). -
Building a New Music Curriculum: a Multi-Faceted Approach
Action, Criticism and Theory for Music Education The scholarly electronic journal of Volume 3, No. 2 July, 2004 Thomas A. Regleski, Editor Wayne Bowman, Associate Editor Darryl Coan, Publishing Editor Electronic Article Building a New Music Curriculum A Multi-faceted Approach Chi Cheung Leung © Leung, C. 2004, All rights reserved. The content of this article is the sole responsibility of the author. The ACT Journal, the MayDay Group, and their agents are not liable for any legal actions that may arise involving the article's content, including but not limited to, copyright infringement. ISSN 1545-4517 This article is part of an issue of our online journal: ACT Journal: http://act.maydaygroup.org MayDay Site: http://www.maydaygroup.org Action, Criticism & Theory for Music Education Page 2 of 28 ___________________________________________________________________________________ Building a New Music Curriculum A Multifaceted Approach Chi Cheung Leung, The Hong Kong Institute of Education Introduction This paper addresses one of the four questions of the MayDay Group Action Ideal No. 7 (see http://www.nyu.edu/education/music/mayday/maydaygroup/index.htm): To what extent and how can music education curriculums take broader educational and social concerns into account? A multifaceted music curriculum model (MMC Model)—one that addresses relevant issues, criteria, and parameters typically involved or often overlooked—is proposed for consideration in designing a music curriculum. This MMC Model and the follow up discussion are based on the results of a larger study entitled The role of Chinese music in secondary school education in Hong Kong (Leung, 2003a; referred to here as the “original study”), and one of its established models, the Chinese Music Curriculum Model, which was developed in connection with research concerning curriculum decisions for the teaching of Chinese music. -
May 2008 Issue No. 24 HKI
Issue no. 24 HK May 2008 Newsletter Hong Kong Institute of Educational Research IE The Chinese University of Hong Kong In This Issue R Research Notes and Innovations 1 Research Notes and Innovations Evaluation Research on the Implementation of the Medium of Instruction Guidance for Secondary Schools 8 Research Programmes Principal Investigator: Professor Wing-kwong Tsang Programmes for Professional 8 Since September 1999, faculty members 1 of the Departments of Curriculum and Development Instruction (C&I) and Educational Administration and Policy (EAP), The Chinese University of Hong Kong, have carried out a longitudinal study to 10 Conferences, Seminars and evaluate the implementation of the Medium of Instruction Guidance for Public Lectures Secondary Schools (Guidance). The study is made up of three phases. The first two phases were commissioned by the then Education Department, the HKSAR 12 Development Projects government, 2 while the third phase is funded by the Public Policy Research (4009-PPR-2), the Research Grants Council of the University Grants 13 Research and Development Committee. The longitudinal study is by design an ex post facto policy-evalua- Centres tion research, which aims to assess the effects of the policy measure stipulated in the Guidance on secondary school students’ academic and psychosocial 15 Publications developments. The policy measure in point is the directive to mandate all secondary schools to “adopt Chinese for teaching all academic subjects, start- ing from their 1998/99 Secondary 1 intake” (Education Department, 1997, p. 4) unless they could prove another language (English) was as efficacious. The specific conditions for secondary schools to apply to use English as the medium 1 May 2008 Issue no. -
In Hong Kong the Political Economy of the Asia Pacific
The Political Economy of the Asia Pacific Fujio Mizuoka Contrived Laissez- Faireism The Politico-Economic Structure of British Colonialism in Hong Kong The Political Economy of the Asia Pacific Series editor Vinod K. Aggarwal More information about this series at http://www.springer.com/series/7840 Fujio Mizuoka Contrived Laissez-Faireism The Politico-Economic Structure of British Colonialism in Hong Kong Fujio Mizuoka Professor Emeritus Hitotsubashi University Kunitachi, Tokyo, Japan ISSN 1866-6507 ISSN 1866-6515 (electronic) The Political Economy of the Asia Pacific ISBN 978-3-319-69792-5 ISBN 978-3-319-69793-2 (eBook) https://doi.org/10.1007/978-3-319-69793-2 Library of Congress Control Number: 2017956132 © Springer International Publishing AG, part of Springer Nature 2018 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. -
Education Areas of Research Expertise Academic/Teaching Appointments Awards and Honors
Echo H. Wu, Ph.D. Curriculum Vitae 3205 Alexander Hall, Murray State University Tel: 270-809-2539 Murray, KY 42071 [email protected] Education Ph.D. Educational Psychology (on Gifted), 2004-2007, University of Virginia, Charlottesville, Virginia Dissertation: Cultural perspectives on talent development and parenting (see Abstract attached) Supervisor: Carol Tomlinson, Ph.D., William Clay Parrish Jr. Professor M.Phil. Educational Psychology, 2002-2004, University of Hong Kong, Hong Kong M.Ed. Education, 1998-1999, University of New South Wales, Sydney B.A. Chinese Language & Literature, 1985-1989, University of International Relations, Beijing Areas of Research Expertise Gifted education and talent development Instructional strategies and curriculum differentiation Multi-Cultural education Parenting and family issues in gifted education Educational research methods Academic/Teaching Appointments 2012- Assistant Professor, College of Education & Human Services, Murray State University Coordinator, Center for Gifted Studies 2011-2012 Visiting Assistant Professor, Curry School of Education, University of Virginia 2011-2012 Gifted Resource Specialist (part-time), Orange County, Virginia 2007-2011 Assistant Professor, Department of Special Education & Counseling, Hong Kong Institute of Education, Hong Kong 2004-2007 Research Assistant, National Research Center on the Gifted and Talented (NRC/GT), Charlottesville, USA 2002-2004 Lecturer (part-time), the University of Hong Kong 2001-2002 Chinese Teacher, Australian International School of Hong Kong 1995-1998 Mandarin Teacher (part-time, primary and middle schools in Hong Kong) 1989-1994 Chinese Lecturer, College of Education (Xinjiang, China) Awards and Honors 1. 2016 Conference Travel Award to attend and present at the 8th annual conference on NIH funded program Understanding Interventions that Broaden Participation in Science Careers at Philadelphia, PA, February 2016. -
Hong Kong Civic Education Policy in the Political Transition Period: an Archaeological Understanding and a Genealogical Analysis
American International Journal of Social Science Vol. 3, No. 3; May 2014 Hong Kong Civic Education Policy in the Political Transition Period: an Archaeological Understanding and a Genealogical Analysis Hung Chung Fun Steven Department of Social Sciences The Hong Kong Institute of Education Hong Kong Abstract Hong Kong people never gained autonomy and they were the ruled. What the government intended to educate people always showed the way and the trend of the officials wanted to govern their citizens or subjects. Govern mentality of education policy indicated the intentional reasons of making required citizens through schooling. Basically, the de-colonization showed that the policy of domestication was implemented during the Hong Kong transition period where the government patronized and empowered the Hong Kong people gradually through human rights adopted and political democratization from 1984 to 1997. The intentions were quite obvious presented in policy documents and responded to the historical contexts. Keywords: governmentality, civic education, and de-colonization Introduction: the Statement of the Problem Historical factors help to analyze policy proposal or initiation of Civic Education in Hong Kong. From 1984 to 1997, fourteen years include the transition period from the British decolonization and the preparation of governing under ‘one country two systems’ formula by the People Republic of China. It is interesting to understand citizenship built and its education adopted for this kind of governmental administration. This policy analysis describes and explains the Hong Kong government’s preparations and intentions for our future citizens and masters. The textual concerns give the document presentation to be put on understanding. The other contextual concerns let the civic education policy be laid in historical situation for more plentiful explanation of policy analysis. -
Background Information About Creative Secondary School
Background Information about Creative Secondary School School Motto “Through this place we strive, we serve and find our place in the world” A special kind of government-funded school Creative Secondary School is a co-educational school located in Tseung Kwan O in Hong Kong. The school began its operation in September 2006. Currently there are 700 students from Form 1 to Form 6 (equivalent to grade 7 to grade 12). Our first cohort of students graduated in August 2012. Typical class sizes are 20 – 25 in Form 1 to Form 4, and 10 – 20 in Form 5 & 6. CSS is part of the state sector, operating under the Hong Kong Education Bureau’s Direct Subsidy Scheme (DSS), thus receiving the same funding per student as other Hong Kong state schools. CSS is governed by its own Board of Directors. (Please see school website for details). CSS is the first DSS school to become an IB World School. It was authorised in Feb 2009 to offer the IB Middle Years Programme and in April 2010 to offer the IB Diploma. Our affiliated Creative Primary School was authorized in the summer of 2011 and became the first and only Cantonese Chinese medium IB PYP school in the world. The student body and school culture Our student body is around 85% Chinese, mostly native speakers of Cantonese, the city’s most widely spoken language. Around 5% are Chinese students from overseas. There are also a small but increasing number of native speakers of Putonghua, the national language of China. The other 15% are from different ethnic backgrounds from Asia Pacific, Europe and the Americas. -
Chapter One Introduction Chapter Two the 1920S, People and Weather
Notes Chapter One Introduction 1. Steve Tsang, ed., Government and Politics (Hong Kong: Hong Kong University Press, 1995); David Faure, ed., Society (Hong Kong: Hong Kong University Press, 1997); David Faure and Lee Pui-tak, eds., Economy (Hong Kong: Hong Kong University Press, 2004); and David Faure, Colonialism and the Hong Kong Mentality (Hong Kong: Centre of Asian Studies, University of Hong Kong, 2003). 2. Cindy Yik-yi Chu, The Maryknoll Sisters in Hong Kong, 1921–1969: In Love with the Chinese (New York: Palgrave Macmillan, 2004), book jacket. Chapter Two The 1920s, People and Weather 1. R. L. Jarman, ed., Hong Kong Annual Administration Reports 1841–1941, Archive ed., Vol. 4: 1920–1930 (Farnham Common, 1996), p. 26. 2. Ibid., p. 27. 3. S. G. Davis, Hong Kong in Its Geographical Setting (London: Collins, 1949), p. 215. 4. Vicariatus Apostolicus Hongkong, Prospectus Generalis Operis Missionalis; Status Animarum, Folder 2, Box 10: Reports, Statistics and Related Correspondence (1969), Accumulative and Comparative Statistics (1842–1963), Section I, Hong Kong Catholic Diocesan Archives, Hong Kong. 5. Unless otherwise stated, quotations in this chapter are from Folders 1–5, Box 32 (Kowloon Diaries), Diaries, Maryknoll Mission Archives, Maryknoll, New York. 6. Cindy Yik-yi Chu, The Maryknoll Sisters in Hong Kong, 1921–1969: In Love with the Chinese (New York: Palgrave Macmillan, 2004), pp. 21, 28, 48 (Table 3.2). 210 / notes 7. Ibid., p. 163 (Appendix I: Statistics on Maryknoll Sisters Who Were in Hong Kong from 1921 to 2004). 8. Jean-Paul Wiest, Maryknoll in China: A History, 1918–1955 (Armonk: M.E. -
Template Yiu Yat Pri School
ST. PAUL’S COLLEGE PRIMARY SCHOOL SCHOOL REPORT 2012/2013 Contents A. School Information P. 2 1. School Motto and Mission 2. College Council 3. Class structure 4. Facilities B. Achievements and Reflection on Major Concerns P.3-6 1. Improve teaching and student learning practices 2. Strengthen student support 3. Sustain School improvement / development in line with the Primary School expansion plan from 18 to 24 classes C. Our Learning and Teaching P.7-36 1. Curriculum Development 2. Outreach Programme 3. Discipline and Student Guidance 4. Service 5. Development in Information Technology 6. Staff Development 7. Student Performance 8. Community Service D. Financial Summary P.37 1 A. School Information 1. School Motto and Mission The fear of the Lord is the beginning of wisdom The school is managed by the St. Paul’s College Council which is a body incorporated by the special ordinance. The mission of the School as stated in the ordinance is: the offering to Hong Kong students of a modern, liberal education founded upon Christian principles, Protestant and Evangelical, as professed by the Sheng Kung Hui. 2. College Council The College Council is established under the St. Paul’s College Council Incorporation Ordinance. There are eighteen members in 2012-2013. 3. Class Structure St. Paul’s College Primary School is a whole-day primary boys’ school affiliated to St. Paul’s College, both under the Direct Subsidy Scheme. There are 6 levels from Junior Class 1 to Junior Class 6, with 3 classes at each level. The number of pupils on roll in September 2012 stood at 564. -
SAP Crystal Reports
浸信會永隆中學 Baptist Wing Lung Secondary School Tai Hing Gardens, Phase II, 6A Ho Hing Circuit, Tuen Mun, N.T. 24643638 [email protected] 24634382 http://www.bwlss.edu.hk Mission Statement Information of Teaching Staff We are committed to providing high quality education for the youth infused with christian values with a (including School Head) view to giving our students a balance growth in the aspects of ethics, intellect, physique, social skills, Number of teaching posts in the approved 56 aesthetics and spirituality. establishment Total number of teachers in the school 64 Qualifications and professional training (% of total number of teachers) School Information Teacher Certificate / Diploma in Education 100% Supervisor / Chairman of Dr. Chan Ping Cheung School Management Bachelor Degree 97% Committee Master / Doctorate Degree or above 38% Principal (with Mr. Cheng Kai Lam (M.Ed.) Qualifications / Special Education Training 13% Experiences) Years of Experience (% of total number of teachers) School Type Aided Co-ed 0 - 4 years 5 - 9 years ≥10 years School Motto Wisdom, Kindness, Loyalty and Faith 9% 8% 83% Name of Sponsoring The Baptist Convention of Hong Kong Year of Commencement of 1996 Body Operation Area Occupied by the About 5800 Sq. M Religion Protestantism / Incorporated Management Established School Christianity Committee Parent-Teacher Yes Past Students' Association / Yes Student Union / Yes Association School Alumni Association Association Subjects Offered in the 2019/2020 School Year Chinese Language, Mathematics*, Liberal -
Hong Kong SAR
Hong Kong SAR Frederick Koon Shing Leung Maurice M W Cheng The University of Hong Kong Hak Kwong Yip Ruby Kam Man Leung Policy 21 Limited Introduction Overview of Education System Before the implementation of the new education system in the 2009–2010 academic year, the education system in Hong Kong SAR followed the typical English system (a 6-5-2-3 structure, comprising six years of primary school, five years of secondary school, two years of matriculation course, and three years of university study). In 2000, the Education Commission recommended a 3+3+4 academic system, comprising three years of junior secondary education, three years of senior secondary education, and four years of undergraduate education, to facilitate the implementation of a more flexible, coherent, and diversified senior secondary curriculum.1 In the 2009–2010 academic year, the Hong Kong education system adopted a 6-3-3-4 academic structure: six years of primary school, three years of junior secondary school, three years of senior secondary school, and four years of university study. The age of entry into primary school is 6. Free, universal, and compulsory primary and junior secondary education was introduced in 1978. Free education was extended to 12 years to cover senior secondary education beginning in the 2008–2009 academic year. Before reaching age 6, children may attend kindergarten provided by private operators in accordance with the rules and regulations stipulated by the Education Bureau (EDB). Although kindergarten is not part of the free or compulsory education system in Hong Kong, the participation rate is over 100 percent, meaning that virtually all parents enroll their children in kindergarten.