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I have worked as a teacher, teacher-trainer and professional skills trainer in the UK, the Netherlands, Italy, Spain, Burma, Sri Lanka, Colombia, and Peru.
I returned to Hong Kong in 2016 to take up a teaching position at the PolyU where I have completed my Master's research looking into language and identity with Hong Kong undergraduate students.
MEd (Applied Linguistics); Postgraduate Certificate (Education for Sustainability); Cambridge Diploma TESOL; BA (Honours) English Literature
This paper will address the idea that the study of literature and film may have a justifiable place within the tertiary EAP curriculum, fulfilling the academic as well as personal and sociocultural needs of Hong Kong university students. By looking at course content and curriculum design plus students' work and feedback on their experience, this paper will suggest that a richer, more holistic student experience might be achieved within the EAP curriculum by including literature study while strengthening students' ability to be proficient academically and enhancing their employability. 'English in Literature and Film' offered by the Hong Kong Polytechnic University has a very healthy uptake, suggesting that there exists an appetite for literature-focused study alongside the more academic and workplace-focused classes of the traditional EAP curriculum, which in turn may lead to students who are not only effective but also thoughtful and sensitive users of the English language upon graduation. The paper will also look at ways a greater appreciation of Film and Literature naturally leads to creative writing being part of the students' holistic university experience. Show abstract
An issue that causes continued consternation for staff in the English Language Centre in HK PolyU is their students' over-reliance on memorization in spoken assessments and translation and/or plagiarism in written. The paradox is that the students generally demonstrate high levels of motivation, cognition and academic integrity. This paper, therefore, seeks to address the idea that there may be an underlying sociocultural issue that is hampering our students achieving a greater sense of agency and autonomy in their use of English. With some Hong Kong-based academics suggesting variously that we may need to accept a form of Hong Kong English as a 'world-English', or that the time may have even come to abandon English medium education in Hong Kong, this issue is of fundamental importance for English language centres across Hong Kong's universities. I wish to discuss the possibility that a better understanding of the power relations at play within the sociocultural worlds of Hong Kong university students, and how these shape learner identity, may help lead to more positive learning and teaching of English. Show abstract
Literature and cinema in language teaching
Language and identity