Hostname: page-component-586b7cd67f-l7hp2 Total loading time: 0 Render date: 2024-11-27T00:03:42.388Z Has data issue: false hasContentIssue false
  • English
  • Français

Research into language education at The Research Centre for Language Education and Acquisition in Multilingual Societies (RCLEAMS) at the Hong Kong Institute of Education, China

Published online by Cambridge University Press:  10 May 2011

Andy Kirkpatrick
Andy Kirkpatrick*
Affiliation:
Hong Kong Institute of [email protected]
Get access Rights & Permissions [Opens in a new window]

Extract

The Research Centre for Language Education and Acquisition in Multilingual Societies (RCLEAMS) is one of four Institute-level Research Centres at the Hong Kong Institute of Education (HKIEd). The principal aim of RCLEAMS is to study multilingual acquisition, language contact and the respective roles of different languages of education in contexts where the languages are not cognate (and where the scripts are often different), in order to be able to better understand the processes and issues involved and to inform governments and language policy-makers. Our particular focus is on Asian languages, including, of course, Chinese, and English. Further details about RCLEAMS, including our specific objectives and international partners, can be found at the website (www.ied.edu.hk/rcleams/). While RCLEAMS itself is relatively small, with only four full-time researchers, we conduct collaborative research with colleagues from the Institute itself, other universities in Hong Kong and with a number of international partners. There are also some thirty doctoral students in the field of language education who work closely with the Centre. We invite anyone who might be interested in working collaboratively with us to get in touch. This report will summarise current and recently completed research projects.

Type
Research in Progress
Information
Language Teaching , Volume 44 , Issue 3 , July 2011 , pp. 394 - 398
Copyright
Copyright © Cambridge University Press 2011

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Adamson, B. & Feng, A. (2009). A comparison of trilingual education policies for ethnic minorities in China. Compare 39.3, 321–333.CrossRefGoogle Scholar
Eysenck, S. B. G., Eysenck, H. J. & Barrett, P. (1991). A revised version of the psychoticism scale. Personality and Individual Differences 6, 21–29.CrossRefGoogle Scholar
Gao, X. & Trent, J. (2009). Understanding mainland Chinese student teachers’ motivations for choosing a teacher education programme in Hong Kong. Journal of Education for Teaching 35.2, 145–159.Google Scholar
Gu, M. (2010). National identity in EFL learning: A longitudinal inquiry. Changing English 17.1, 57–68.Google Scholar
Kirkpatrick, A. (2009). English as the working language of ASEAN: Pedagogical principles and implications. In Ward, C. (ed.), Language teaching in a multilingual world: Challenges and opportunities. RELC Anthology Series 50. Regional Language Centre, Singapore, 215–232.Google Scholar
Kirkpatrick, A. (2010). English as a lingua franca in ASEAN: A multilingual model. Hong Kong: Hong Kong University Press.CrossRefGoogle Scholar
Kirkpatrick, A. (2011). English as an Asian lingua franca. Language Teaching 44.2, 212–224.Google Scholar
Kirkpatrick, A. & Chau, M. (2008). One language, two systems, three languages. A proposal for combining Cantonese, Putonghua and English in Hong Kong's schools. Asian Englishes 11.2, 32–45.CrossRefGoogle Scholar
Sasaki, M. (1996). Second language proficiency, foreign language aptitude, and intelligence. York: Peter Lang.Google Scholar
Tong, H. K. & Goh, Y. S. (2008). Challenges of Chinese language education in multilingual societies: Hong Kong and Singapore. International Education Studies 1.4, 44–52.CrossRefGoogle Scholar
Trent, J. (in press). Teacher education as identity construction: Insights from action research. Journal of Education for Teaching.Google Scholar
Trent, J. & Gao, X. (2009). ‘At least I'm the type of teacher I want to be’: Second-career English language teachers’ identity formation in Hong Kong schools. Asia-Pacific Journal of Teacher Education 37.3, 253–270.CrossRefGoogle Scholar
Wong, Kwok Shing R. (2009). Challenges in early English learning/. Hong Kong: Pearson Longman.Google Scholar