Development of Streams Classification System for Nutrient Criteria in Illinois

USEPApublished or submitted for publicationis peer reviewe

Modernity, postmodernity, and the future of “identity”: Implications for educators

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Critical practice in English language education in Hong Kong: Challenges and possibilities

In this paper the notion of critical practice in English language education (ELE) is explored through examples from the critical work of educators and researchers in Hong Kong. The paper then concludes with a discussion of both the challenges and possibilities of engaging in critical practice in ELE in Hong Kong and possibly in other East Asian contexts, where similar cultures of teaching and learning predominate.postprin

Hong Kong children's rights to a culturally compatible English education

In this paper I discuss why the right of access to the socioeconomically dominant symbolic resource, English, is a fundamental language right of Hong Kong children. I also discuss why current English curricular design and practices do not provide such access and how they can be changed in order to provide Hong Kong children with access to an English education that is compatible with their native culture (Jordan, 1985). In a culturally compatible curriculum, emphasis is placed on affirming and capitalizing on what children bring to the classroom: their indigenous linguistic, discourse, and cultural resources. It aims at building on and expanding the child's existing resources to bridge the gap between her/his native resources and the socioeconomically important language of the society. I also propose some directions for future research and curricular development that researchers, teachers, and teacher-educators can take in the context of Hong Kong in order to develop a culturally compatible English curriculum that will deny neither the Cantonese child's rightful linguistic and cultural identities and resources nor her/his right to have access to English.postprin

Englishization with an attitude: Cantonese-English lyrics in Hong Kong

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Self-presentation in on-line dating personals: a critical analysis of scam artists’ persuasive discourse

With the rapid spread of the Internet, on-line dating and matching services have become widespread globally. The rise of on-line dating scams has attracted the interest of cultural studies scholars and critical discourse analysts because of their highly sophisticated construction of impostor identities (e.g., a Nigerian male impersonating as an American female dating an on-line partner in the US) through their ‘creative’ use of discursive strategies in on-line email and instant messages to …postprintThe 8th International Conference of the Association for Cultural Studies (Crossroads 2010), Lingnan University, Hong Kong, 17-21 June 2010

Resistance and creativity in English reading lessons in Hong Kong

In this paper, I present a fine-grained analysis of a videotaped lesson segment of a Form 2 (Grade 8) English reading lesson in a school located in a working class residential area in Hong Kong. The excerpt was taken from a larger corpus of similar lesson data videotaped in the class over three consecutive weeks. The analysis shows how these limited-English-speaking Cantonese school children subverted an English reading lesson that had a focus on practising skills of factual information extraction from texts and negotiated their own preferred comic-style narratives by artfully making use of the response slots of the IRF (Initiation-Response-Feedback) discourse format used in the lesson. The analysis shows the students' playful and artful verbal practices despite the alienating school reading curriculum which seems to serve to produce an uncritical labour. The implications for teaching are discussed.postprin

Introducing a critical pedagogical curriculum: A feminist, reflexive account

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Deconstructing "mixed code"

In this chapter I propose that the often taken-for-granted, commonsensical notion of “mixed code” as a presumably existing, stably recurring, monolithic, debased language variety is in fact a rhetorical construct. By examining a diverse range of complex language use phenomena that can all be named “mixed code”, I argue that the notion of “mixed code” as asserted in the public and official discourses plays an important role in naturalizing and normalizing a certain language ideology, which, in turn, is appealed to as a rationale for a socially inequitable language education policy. The chapter concludes with the proposal that language and education issues in Hong Kong can be seen in a clearer light only when the official and popular media notion of “mixed code” is problematized and deconstructed, and the diverse range of social interactive actions mediated by multiple language resources seen and understood in their situated contexts, and not through the hidden language ideological lens of the reifying rhetorical construct of “mixed code”.postprin

Genres of symbolic violence: Beauty contest discourse practices in Hong Kong

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