This paper examines a new first-year EAP course in a Hong Kong university. It utilizes teacher and student reflections to understand the course’s strengths and weaknesses, aiming to enhance its design and delivery. The study employed a qualitative approach whereby textual analysis was used to interpret the data collected in the form of written teacher reflections, written student reflections, and notes of teacher reflective dialogue. The thematic categories for coding the data were established based on the course’s main learning outcomes: Effective Learning, Spoken Language, and Written Language. Findings reveal that teachers were more critical of the course compared to learners. Teachers expressed dissatisfaction with the pedagogical approach to Effective Learning unit, insufficient time provided in the course to teach solo speaking, and the inability to cover too many organizational and linguistic features in the writing unit. Students, however, did not have much to reflect on about Effective Learning, had mixed views about Spoken Language with some worried about reading from notes, and wrote extremely positively about their learning of Written Language. Nonetheless, their views provide valuable insights for course improvement. Consequently, the paper advocates for a reflective pedagogy approach to EAP that considers both teacher and student reflections to enhance teaching and learning outcomes. © 2024 Informa UK Limited, trading as Taylor & Francis Group.

Recommendations for CLE Website (Scholarship) 

This paper recommends changes and updates to the CLE website in two main areas: 

1. Scholarship 

2. About us -> Staff --> Scholarship 
   These changes are made or recommended with the intention of providing more accurate, clearly worded, and up-to-date information about scholarship at the Center to people visiting the site.  

CLE Website → Scholarship 
Up until now, the Scholarship category had 5 main categories:  

1. About Scholarship,  

2. Funded Projects,  

3. Digital Platform, 

4. Conferences and Scholarship Series, and 

5. Publications and Conference Presentations.  

 Below we detail changes which have been made as these required minimal modifications to the Scholarship site. Following this, we provide a list of changes we recommend to the site along with the reasons why these are needed. 

 Changes Made (January, 2024)

1.  Hidden ‘Digital Platform for Scholarship’ as its intended purpose was for it to be an internal facing platform until we have reviewed the DPS and its way forward (see image 1 below). 

2.  Rewritten ‘About Scholarship’ section to present better what scholarship is at the CLE (please see image 1 and appendix below).  

3.  Renamed Conferences and Scholarship Series to ‘Professional Development and Scholarship Series’ to accurately represent current scholarship activities. Additionally, this change avoids the repetition of the word ‘conference’ in the next category too.

Changes Recommended 

4. PIs of externally funded projects to update their projects on the CLE website 
   At the beginning of every semester, staff involved in externally funded projects will be asked to update their ‘Funded Projects’ (if any). At the time this paper was written, no projects could be seen for 2022 on the CLE website and only one project was displayed for 2023. To do this, a walk-through has been created for staff to easily and promptly enter their project information on the site.  

5. Scholarship outputs from SPD to be reflected in ‘Publications and Conference Presentation’ page 

Ensure that CLE members’ published scholarship outputs are reflected in the ‘Publications and Conference Presentations’ section through data synchronization with other departments in charge of the University’s ROS (Research Output System). This change is unidirectional, i.e., while the changes made in the ROS/SPD system will be reflected in the CLE website, it cannot be done the other way around. 

  
Ensure that most recent outputs (last 3 years) are shown by proposing that the cut-off date be set as 01.01.2020. Published works before this date will be shown as archived on the CLE scholarship page. 

 
As this recommendation required follow-up on pending work related to the Scholarship Activity section in CLE FORS in Aug 2023, AD(Scholarship) convened a meeting with AL (Scholarship Advancement), Manager (Admin), IT team and relevant GO persons. The highlights of the meeting are as follows: 

1. FORS is updated in Mar/early April, which means that most staff input their scholarship outputs for the year during this time when FORS guides them to ROS to submit their conference presentations and publications.  

2. However, ROS is updated approximately between July and August every year. Staff should pay attention to the email reminders asking them to update their outputs on ROS to keep their conference presentations and publications up to date. A reminder could also be sent in July/August through the Bulletin.  

2. CLE Website → About us → Staff  -> Scholarship

Change Recommended (Feb, 2024)

2.1 ALL scholarship outputs to be reflected in ‘About Us-Scholarship’ page 

2.1.1 To be more consistent in how different academic staff choose to display their ‘Scholarship’ profiles in the ‘About Us’ site, we recommend that all staff display their scholarship outputs where interested parties can view a scholar’s outputs. 

2.1.2   It should be noted that many scholarship outputs stated on FORS such as academic blogs, podcasts, certain working papers etc., are not reflected in the university’s SPD (Scholar Profile Data/Depository Therefore, these will be hosted on DPS and synced to the ‘CLE Staff – About Us –Scholarship’ site. Once the FORS is completed, the latest outputs from both SPD and DPS will both be visible on the ‘CLE – About Us – Scholarship' site for staff. 

3. Tentative Project Timeline and Resources Needed (Feb 2024)

in a meeting with the IT team, the technical feasibility of implementing these recommendations was discussed. An estimated number of manhours needed for the IT Team to update our CLE site (Scholarship) is given below. 

3.1 Synchronizing the CLE’s ‘Publications and Conference Presentations’ site 

      with the ROS/SPD site would take approximately 3 months due to possible 

      paperwork and approval needed beyond CLE/IT team’s control, and 

      negotiations on technicalities involved with IT staff who manage the research 
      output system centrally at the University.  

 
The technical work required for CLE IT team would take about 14 days in total. 
CLE - sync from SPD (14 days in total)  

1. Request API access from RO (2 days) 

2. Clone current CLE website to dev (2 days) 

3. On development server  

1. Implement data sync (5 days) 

2. Modify display (2 days) 

4. Bug fixing and apply changes to the production server (3 days)  

3.2 CLE Staff - link to SPD pages (1 day)  
      The technical work required for CLE IT team would take about 1 day in total 

Revised ‘About Scholarship’ 

At the CLE, scholarship is driven by our dedication to language teaching and learning. We strive to contribute to our field through our work by embracing multiple perspectives on language education and relying on evidence-based teaching.  

 
Through scholarship, we collectively define, explore, and enhance our understanding as teaching practitioners and aim to foster an ethical, collegial, conversational, collaborative, and critical environment at the Center. 

 
Our scholarship is self-directed and initiated, guided by principles of active inquiry and inclusivity. We value not only success stories but also experiences that are less successful because we acknowledge that scholarship thrives when we learn from both our triumphs and challenges.  

 
Our ultimate goal is to make a meaningful impact on our colleagues, students, policies, practices, and the wider community. 

CLE About Us Scholarship Site: Decisions & Procedures

Procedure 1: If a publication is removed from SPD, which is not caused due to technical problems, we follow SPD and remove it from the CLE website as well.

Procedure 2: SPD data from different endpoints may have some inconsistency, from example: X has 9 publications if we search in “ProfilePub” endpoint but we can’t get their publications if we search from “SearchRecords” with “deptcode=LANG”. Therefore, we will go with the data from “SearchRecords” as it contains all CLE publications (even the ones whose authors have left CLE). If a staff sees incomplete publication list in their profile page after the revamp, we shall recommend them to consult SPD staff.

Procedure 3: All previous DPS categories have been subsumed under new categories and the extra ones have been deleted. Therefore, we will not implement the “2020.01.01” cutoff, as mixing current data and the data from SPD and DPS will make the content structure complicated. After the revamp, we will completely use data from SPD and DPS for display, and we will get the data for all the years. This will simplify the data structure.

Procedure 4: The current data will be displayed in a less prominent “Archive” page, unless instructed by the ExCo to remove it. The current data will still be available internally (visible to CLE members after login).

Presentations, talks and workshops will not be synced from DPS to CLE in phase 1. Their data needs manual adjustment (such as adding a dropdown “Speaker” list) so that they can be precisely mapped to CLE’s staff profile) before syncing to CLE. This can be implemented in phase 2.

Data that are synced from SPD and DPS to CLE will be stored in one unified content type.

Procedure 5: All CLE publications on SPD will be synced to the CLE website. No exclusions.

Procedure 6: The new CLE Scholarship content type will contain the following fields:

• • Title*
  • Author(s) / Presenter(s)*
  • Description: from SPD’s abstract and DPS’s body
  • ISBN: if SPD has more than 1, we will take the first one.
  • Link: generated from SPD’s DOI field, synced from DPS’s newly created Link field.
  • Press: synced from SPD’s publisher field
  • Location: synced from SPD’s conf_loc field
  • Type*
  • Year*: synced from SPD’s year field, generated from DPS’s date field.
  • Date
  • Citation
  • DOI

Procedure 7: The DPS - Blogs will add a “Link” field. When syncing to the CLE website, the following fields will not be synced:

• • Is this content a deliverable of …
  • Observation of teaching
  • Extra fields for “Scholarship’s Brew”

Procedure 8: The new CLE Scholarship outputs will have the following types:

• • Book (same with SPD)
  • Journal Publication (SPD: Article)
  • Chapter in Edited Volume (SPD: Book chapter)
  • Working Paper (“Peer reviewed” and “Not Peer Reviewed” combined, data from DPS)
  • Book Review (same with SPD)
  • Conference Presentation and Paper (SPD: Conference paper)
  • Scholarship Talk (Reserved for Phase 2 from DPS)
  • Workshop (Reserved for Phase 2 from DPS)
  • Academic Blog (from DPS)
  • Podcast (from DPS)
  • Reviews (e.g., of teaching materials, conferences) (from DPS)
  • Other Output (SPD: Others)

Conclusion

The purpose of updating the CLE Scholarship website is to:

• Enhance the appearance of the Scholarship site and revise the description that appears on the site.
• Ensure that the diverse range of scholarship outputs produced by CLE staff and available through different platforms such as the Digital Platform for Scholarship (DPS), HKUST’s Scholarly Publications Database (SPD), and CLE FORS (Faculty Online Reporting System) can all be synchronized with the CLE About Us Scholarship site and appear under one online location for internal and external stakeholders to see.

  In May 2024, all the recommended changes were made and the CLE Scholarship website update was completed.

  Work duration: November 2023 - May 2024

  Team: Aditi Jhaveri, Felix Li, Bronson So

Revitalizing Scholarly Engagement: Redesigning and Enhancing the Digital Platform for Scholarship at HKUST's Center for Language Education

Aim: This working paper charts the redevelopment of the Digital Platform for Scholarship (DPS) at the Center for Language Education (CLE) at HKUST in 2023-2024. It starts by recommending changes to the original platform, proposes more diverse scholarship output categories and the formation and gamification of scholarship hubs, describes the nature of the different categories and hubs, explains the submission criteria for the various outputs, and presents the results of the pilot test along with the IT Team’s feedback on implementing the suggestions received from academic staff at the Center.

Recommendations for DPS Revamp

 1. Why is the revamp necessary?

·      To promote further engagement and participation with the DPS

·      To facilitate collaboration between staff

·      To encourage sharing of scholarly works and ideas

2. How did we seek stakeholders’ views on the DPS?

To promote engagement with the Digital Platform for Scholarship, the following CLE stakeholders’ views were sought to revamp the site:

·      A call was sent via the Bulletin for staff to send their suggestions.

·      Staff who sent their suggestions were approached for one-on-one interviews and discussions.

·      The feasibility of the suggested changes was discussed with the IT Team.

·      The AMS was consulted at every stage of the process.

3. Recommendations to revamp DPS

3.1 Recommendation 1: Introduce a dual category system

3.1.1 Based on type of output, i.e., reflections, project proposals and progress, podcasts and videos, working papers, publications

Each category will be maintained by DPS team members responsible:

a.    Academic blogs - AL (SA) and DPS team

b.    Project proposals and progress – AL (T&F) and DPS team

c.     Podcasts and videos – A (PI) and DPS team

d.    Reflections – AL (SA) and the DPS team

e.    Reviews (e.g., teaching materials, conferences) - AL (SA) and DPS team

f.      Working papers – AL (SA), AL (PD) and DPS team

g.    Publications (synced automatically from SPD)

 Current categories – Scholarship at the CLE, Scholar’s Journey, Scholar’s Brew, Scholarship Snippets, Scholarly Project Proposals, and Scholarly Reviews and Papers – will be subsumed under the above 5 categories.

 The new categories are easily distinguishable from each other, which may consequently offer more clarity to staff about where to post different DPS items.

It is suggested that for item b) - Project Proposals and Progress - the following online form be included to capture the different types of projects which have been carried out at the Center:

 Q1. Is this content a deliverable of the IIS / Internally Funded Project/ Externally Funded Project? (can only choose one option)

□ Yes, for IIS

□ Yes, for Internally Funded Project

□ Yes, for Externally Funded Project 

□ No

Q2. (This question shows if the above answer is “Yes”) If so, which type does your project belong to? (can only choose one option)

□ Course Revision (e.g., revise materials for GenAI,  revise assessments per students’ feedback, etc.)

□ Course Development (e.g., AL work plans, supplement the existing curriculum with interdisciplinary materials, etc.)

□ Teaching and Learning (any course-related projects not belong to Course Revision and Course Development, e.g., GenAI Literacy Module for the CLE, multimodality, iLANG activities, etc. )

□ Administrative Activity (e.g., creating Other Duty List, Timetabling Project, etc.)

□ Staffing Activity (e.g., streamline the recruitment processes, create a sustainable mentorship programme, etc.)

□ Scholarship Activity (e.g., prepare for or attend conferences, write papers and make presentations, etc.)

□ Professional Development Activity (e.g., attend courses for professional development, conduct PhD work, etc.)

3.1.2 Based on theme, e.g., assessment, multimodality, blended learning, AI in teaching and learning, intercultural communication

 These thematic categories will function as scholarship hubs.

 Staff can join these themes/hubs anytime based on their interest.

·      Staff belonging to a theme will be notified when there’s a post or comment.

·      Staff belonging to the theme will be responsible for replying/commenting (as necessary)

 3.2. Recommendation 2: Set up a notification function

AMS members will be notified when there’s a post/comment on any of the output categories. Members belonging to a theme will be notified when there’s a post/comment on any of the thematic categories. Group members will be notified when new group members join. Users can opt to choose not to receive notifications in settings.

3.3. Recommendation 3: Link DPS to Bulletin

Interesting items on DPS or posts that receive recognition can be mentioned in the Bulletin from time to time to interest more staff to visit the platform.

3.4. Recommendation 4: Include features speakers/ articles/presentations

For example, external speakers can be featured or posts with highest engagement can be featured.

3.5. Recommendation 5: Gamify DPS to Recognize & Reward Staff

3.5.1 Social Recognition

Celebrate achievements through featured content

·       To begin with, we will feature the scholarship output with the highest likes / comments from different academic staff per month

·       Each month will feature a different scholarship item based on likes / number of staff commenting, and the past featured items will become ordinary.

·       In the second phase of the revamp, thematic groups may be included for social recognition too.

 3.5.2  Contests and Challenges

 This can be introduced later after examining the success/shortcomings of the social recognition approach. This will include:

·      Participants showcasing their work.

·      Staff upvoting entries they like and/or peers evaluate each other’s work.

 3.6. Recommendation 6: Discontinue SCPD Category on the DPS

Since the information is already in the Staff Dynamic Handbook, this could be omitted from DPS.

3.7 Recommendation 7: Provide feedback & support

We can include channels for users to provide feedback, report issues, or seek support. Implementing a responsive support system to address user inquiries promptly can also boost engagement. Here is one way in which this could be done:

·      Liaison and contact persons in-charge of each category (from AMS/DPS) could respond to concerns, check and moderate comments that fall within their areas. Their emails could be provided on DPS.

3.8. Recommendation 8: Test and pilot DPS

·      With 10-15 staff (including AMS members and scholarship team) in the spring semester

Note: CPD/Scholarship Series and External Events

CPD/Scholarship Series and External Events site will remain as they are currently.

4. Stages for updating DPS

·      Update output categories

·      Set up thematic categories / scholarship hubs

·      Set up notification function

·      Set up rewarding features

·      Set up Feedback and Support Mechanisms

 IT team has confirmed that SPD consent can be obtained immediately to sync CLE ‘About us – Scholarship’ website. 

4.1. A Phased Approach

Due to the complex nature of these changes, it is suggested that the changes be made in phases.

- The first phase can include changes to the ‘CLE About Us – Scholarship Site’ as well as the DPS categories based on scholarship type (i.e., reflections, project progress and updates, podcasts and videos, and working papers) and thematic groups (i.e., assessment, multimodality, AI in teaching and learning, blended learning, intercultural communication).

- The second phase can include adding more gamification features to the DPS. 

5. Summary

·      Dual categories of DPS – type of output and thematic groups

·      Gamification of DPS

·      Test and pilot changes to DPS

·      Sync SPD and DPS to CLE About Us – Staff – Scholarship Website

Fostering Collaborative Scholarship: Introducing the Scholarship Hub Categories on DPS

1.0. Introduction

The online scholarship hubs within the DPS are set to fulfill crucial functions in fostering interaction, collaboration, and scholarly growth among CLE teachers within the Center. These hubs are thoughtfully tailored to align with the Center's primary areas of scholarly focus, enabling staff members to join based on their own pedagogical and scholarly interests and areas of expertise. By becoming members of these specific hubs, academic staff members can actively engage in meaningful conversations, share their valuable ideas, seek constructive feedback, and contribute to the collective knowledge and expertise of the Center.

2.0. Scholarship Hubs

Currently, the DPS comprises seven distinct scholarship hubs, each with its own scope and purpose, which are described below:

2.1. AI in teaching and learning

The AI scholarship hub focuses on the application of artificial intelligence (AI) in language teaching and learning including assessment, material design, curriculum development and related areas. The hub serves as a collaborative space for teachers to exchange knowledge, share insights, and advance scholarship in this field. It encompasses publications in the field, pedagogical applications of AI, use of data-driven approaches, the ethical implication of AI in language pedagogy, and professional development. The hub aims to foster innovation, disseminate research findings, support professional growth, and contribute to policy discussions and ethical considerations surrounding AI in language education, ultimately driving the advancement of the field.

2.2. Assessment

The Assessment hub serves as a centralized online platform dedicated to the function of assessing language proficiency and evaluating language learning outcomes. The hub's scope encompasses a wide range of activities, including the development and sharing of assessment materials, discussions on assessment methodologies and best practices, collaboration on research projects related to language assessment, and the dissemination of assessment-related resources and findings. It provides a collaborative space for language educators, researchers, and assessment specialists to exchange knowledge, explore innovative assessment approaches, and contribute to the advancement of assessment practices in language education.

2.3. Blended Learning

The Blended Learning hub serves as a comprehensive online platform with the aim to promote and support the implementation of blended learning approaches in language education. The hub's function is to facilitate collaboration, knowledge sharing, and resource development for language educators interested in integrating online and face-to-face learning modalities. Its scope encompasses a wide range of activities, including sharing best practices, discussing pedagogical strategies, curating and developing digital learning resources, providing professional development opportunities, and fostering research on blended learning in language education. The hub serves as a medium for CLE teachers to exchange ideas, explore innovative techniques, and collectively enhance the effectiveness of blended learning models in language teaching and learning contexts.

2.4. Discourse Analysis

The Discourse Analysis hub serves as a specialized site focusing on the study and examination of discourse in various contexts (including but not limited to Conversation Analysis, Pragmatics, Critical Discourse Analysis, and Systemic Functional Linguistics) to understand, deconstruct and construct texts for language teaching and learning. The hub's scope encompasses discussions on theoretical frameworks, methodologies, and applications of discourse analysis in language and communication pedagogy and scholarship. It provides a space for CLE teachers to exchange knowledge, share insights, and explore emerging trends in the field. The hub facilitates the sharing of research findings, the development of analytical tools and resources, and the dissemination of discourse analysis-related publications. It aims to advance scholarship and deepen understanding of discourse structures, language use, social interaction, and cultural implications in diverse linguistic and communicative contexts.

2.5. Intercultural Communication

The hub's function is to facilitate knowledge exchange, foster dialogue, and provide resources for CLE teachers interested in intercultural communication. Its scope includes examination of the language-culture nexus, discussions on the different theoretical frameworks, evaluation of the best practices in the field and building awareness about Intercultural Communicative Competence. Members of the hub will explore cultural differences and their impact on communication and examine intercultural communication in various disciplinary and professional contexts such as in STEM and business. The hub aims to provide a collaborative space for teachers to share insights, exchange experiences, and contribute to the advancement of intercultural communication theories, pedagogies, and practices while advancing the work of the CLE ‘Intercultural Communication Task and Finish Group’.

2.6. Multimodality

The Multimodality hub serves as an online community focusing on the study of multimodality in communication and meaning making. The group's aim is to foster collaboration, research, and knowledge sharing among CLE teachers interested in multimodality. The hub’s members will use theoretical approaches to visual grammar to understand multimodal analysis and apply it to language teaching and learning. They will analyse the different modes of communication such as written and spoken language, visuals, gestures, and spatial arrangements to show how multiple modes combine to create meaning and shape communication practices. Ultimately, the group aims to advance scholarship and contribute to the evolving field of multimodality.

2.7. The Postgraduate Study Group

The Postgraduate Study Group Hub, specifically designed for teachers pursuing MPhil, EdD, or PhD degrees, provides a supportive online platform that serves as a central space for group members to connect with fellow researchers, share experiences, seek guidance, and engage in scholarly discussions. The hub aims to facilitate the doctoral journey of members by providing them with opportunities for a) engaging in dialogue with peers about their experiences (e.g., setbacks and successes) in research and writing work, b) consolidating a pool of resources on conducting research to enable successful completion of the postgraduate degree and c) offering mentorship and guidance from experienced faculty members. It also provides members an avenue to share their study (in the form of research proposals, methodologies, findings, and results) with other CLE teachers during workshops and seminars on research-related topics. This can help hub members disseminate their research outcomes for application in language teaching and learning, receive feedback, and network with peers and experts in their respective sub-fields within language pedagogy.

3.0. Gamification of Scholarship Hubs

The scholarship hubs within the DPS incorporate gamification features to enhance engagement and encourage active participation among members. These features include liking, commenting, and posting, which can contribute to a dynamic and interactive scholarly community. Members can engage with the content shared on the platform by liking posts that resonate with them, expressing their appreciation or agreement with the ideas presented. This feature not only provides positive reinforcement but also helps to highlight valuable contributions within the hub. The commenting feature will allow members to engage in meaningful discussions, provide feedback, and ask questions related to the posted content. This can foster a collaborative environment where diverse perspectives and insights can be shared, leading to enriched scholarly conversations. In addition to liking and commenting, the posting feature can empower members to share their own ideas and resources with the community and initiate discussions around their areas of expertise. The posting feature thus encourages members to showcase their work, seek feedback, and engage others in their area of interest.

To further incentivize engagement, the scholarship hubs implement a monthly feature that highlights the post with the maximum engagement. This recognition provides additional motivation for members to actively participate, contribute high-quality content, and foster meaningful interactions within the community. By featuring the most engaging post, the hub acknowledges and rewards valuable contributions, encouraging continued involvement and knowledge sharing.

4.0. Summary

In summary, the online scholarship hubs on the Center’s Digital Platform for Scholarship (DPS) site can facilitate discussion, collaboration, and knowledge sharing among staff members. Based on teacher / Center needs and teachers’ engagement and participation, new hubs can be added, and inactive ones deleted. This will keep the hubs current and relevant. By providing a platform for interaction, recognizing scholarly contributions, and promoting user engagement, these hubs will serve a crucial role in enhancing scholarship at the Center and fostering a vibrant scholarly community.

DPS Scholarship Outputs: Distinguishing Academic Blogs from Reflections and Reviews

Background

As we piloted the DPS, AMS members suggested clearer explanation of the academic blog, reflection, and review categories be provided to ensure staff upload their scholarship outputs to the appropriate category. This document aims to clarify the differences between the three scholarship output types.

Features of Academic Blogs

Academic blogs typically focus on sharing scholarly knowledge, research, and insights in a public and accessible manner. They often involve a more structured and formal approach, incorporating evidence, references, and critical analysis. Academic blogs serve as a platform for scholars, researchers, and educators to share their knowledge, insights, and findings in a more accessible and informal manner than traditional academic publications. Key features of academic blogs include the ability to engage in ongoing discussions and debates within the academic community and beyond, fostering collaboration and knowledge exchange through comments and feedback. They often cover a wide range of topics, including research updates, critical analysis, and practical advice, providing a space for researchers to showcase their expertise and engage with a broader audience. Academic blogs also offer a more timely and agile medium for sharing information, enabling rapid dissemination of research and scholarship and encouraging dialogue.

Features of Reflections

Academic reflections are a form of scholarly writing that focus on the personal and subjective experiences, thoughts, and insights of the author. They provide an opportunity for individuals to critically analyze and reflect on teaching and learning activities and processes. Some key features of academic reflections include introspection, self-awareness, and self-critique. They often involve a thoughtful examination of one's biases, assumptions, and limitations, and an exploration of the broader implications and significance of the experiences or ideas being reflected on. Academic reflections may or may not incorporate theoretical frameworks and concepts but generally provide the context for reflection. They serve as a means for scholars to engage in metacognition and deepen their own understanding of an educational issue.

Features of Reviews (e.g., of teaching materials, conferences)

A review, whether of teaching materials or conferences, typically encompasses several key features. Firstly, it offers a critical evaluation of the subject matter, assessing its strengths and weaknesses. In the case of teaching materials, a review may analyze the content's relevance, accuracy, clarity, and effectiveness in facilitating learning. For conference reviews, the focus may be on the organization, quality of presentations, networking opportunities, or overall value to attendees. Secondly, reviews often provide an objective and balanced perspective, drawing on evidence, examples, or comparisons to support the evaluation. They may also consider the target audience or intended purpose of the materials or conference and evaluate its suitability in meeting those objectives. Additionally, a comprehensive review may address the potential impact or implications of the materials or conference within the relevant field or educational context. Lastly, reviews can serve as a guide or recommendation for others, offering insights and suggestions for improvement or highlighting noteworthy aspects that make the materials or conference stand out.

Summary and future direction

The above DPS categories were approved by AMS but may continue to evolve based on feedback and comments from users.

DPS - Scholarship Output Revised Categories and New Submission Guidelines

Academic Blogs

This is the place for you to share your own unique take on a topic you have spent some time researching in our field. Do not hesitate to use evidence and analysis to support your ideas and write in a conversational, informal language.

Submission guidelines

Submissions should focus on language teaching and learning, including but not limited to theories, methodologies, pedagogical approaches, classroom practices, assessment, technology integration, and language acquisition. The content should be informative and offer valuable theoretical insights or practical applications to readers.

Blogs submitted must be original. If they have been published elsewhere, please provide link to the site to share the blog with others. If any part of the submission has been previously published or is based on previous work, proper attribution and references should be provided.

Submissions should be well-organized, coherent, and easy to read. Use clear headings, subheadings, and paragraphs to structure your content. Ensure that your writing is concise, engaging, and accessible to both academic and non-academic readers.

Support your arguments and claims with relevant references to scholarly sources. Use appropriate citation styles (e.g., APA) to provide accurate references and citations within the text and in the reference list.

Submissions could range anywhere between 300 to 1,500 words.

Use clear and concise language. Explain jargon or technical terms. Write in a professional yet accessible style to engage a broad audience of language teaching and learning professionals. Proofread your work carefully to ensure grammatical accuracy and coherence.

When possible, include relevant visuals to enhance the presentation of your ideas. Ensure that all supporting materials are properly credited and have appropriate permissions for use.

Reflections

This is where you share critical reflections of your own teaching practices. This is also where you share your observations of teaching reflection.

Submission guidelines

We invite critical reflections of your own teaching practices, learning from your own or others' practice /teaching contexts at the classroom, course or curriculum level. These reflections may also include how you have used the learning to enhance your own and others' teaching.

This is also where you share your observations of teaching reflection.

We are particularly interested in what you learnt dialogically with a colleague(s).

Outline briefly the context to the observation event(s): date(s), other teacher/s involved; course code and section; approach you used [e.g. observing others/ lesson study/ peer observation/self-observation with other(s)]; and observation focus(es).

We encourage you to reflect on one or two area(s) of focus and support these with evidence. The reflective process may include showing awareness of something you feel is not as it could or should be; critically thinking of what is happening based on your knowledge and experience and suggesting different/ new / more effective ways of teaching that content.

If applicable, we are also interested in knowing how the evidence you use for reflection may guide the thematic focus and approach to your scholarship. 

We prefer short, semi-formal and semi-academic style to make your texts more accessible and engaging.

Submit your critical reflections using any of these formats:

1.     written, spoken (e.g. audio recordings)

2.     visual (e.g. images, video recordings)

3.     multimodal (e.g. links to apps)

 If reflections and/or outcomes of the reflections have been made public for e.g. in a scholarship or continuous professional development event, feel free to include a link here.

The length of your reflections can be 250-700 words (written)/ 5 mins of audio recordings/narrated PPTs/video recordings

Project Proposals and Progress

This is the place where colleagues can share their project proposals/ideas and progress.

Submission guidelines

If you would like to submit your project ideas or a brief proposal of your project applications, you can write about:

Working Title of the Project Proposal

The Funding Body (if any): Specify the source(s) of funding.

3-sentence Project Description: Provide a brief description of your project, highlighting its key aspects in three sentences.

Purpose, Goals, and Objectives: Outline the purpose of the project, its primary goals, and specific objectives (what you aim to achieve).

Collaboration Opportunities: Highlight any potential for collaboration or assistance from colleagues.

Feedback Requests: Specify areas where you would like to receive feedback or guidance from colleagues.

Estimated Budget and Resources: Include an estimate of the budget required, manpower needs, and outline any physical resources necessary.

If you would like to share your project progress, you can write about:

Current Status: Describe the current phase of your project and any milestones recently achieved.

Challenges and Solutions: Discuss any challenges you have encountered and the strategies you used to overcome them.

Upcoming Goals: Outline the next steps and objectives you aim to achieve in the coming period.

Resource Needs: Identify any additional resources or support needed to advance your project.

Collaboration Opportunities: Highlight any potential for collaboration or assistance from colleagues.

Feedback Requests: Specify areas where you would like to receive feedback or guidance from colleagues.

Working papers

This is where you share papers on language education that you are working on. As this is an internal platform, your input can facilitate a scholarly discussion among colleagues, and you may even get some valuable feedback from your peers or a potential project partner.

Submission guidelines

The working paper should present novel ideas, ongoing scholarship, or work in progress, rather than finalized and fully polished studies. They can be anywhere between 2000 – 5000 words in length. Authors should:

Clearly state the objective or purpose of the working paper.Provide a concise background and/or literature review that situates the paper within the current context.

If applicable, clearly outline the methodology, research design, or theoretical framework being used.

Present preliminary findings / data analysis / or initial insights derived from the work.

Discuss limitations and challenges in the area and directions for future scholarship or practical work.

State if the paper has been peer reviewed (blind or otherwise) or not.

Submissions should be original works that have not been previously published elsewhere. If any part of the working paper has been previously published or is based on previous work, proper attribution and references should be provided with a link/DOI.

Podcasts / Videos

If you have produced or hosted a podcast on language teaching and learning or have been invited as a guest for one, please upload them here for knowledge sharing. Similarly, if you have made interesting and engaging video content for academic staff or students, this is where we can share it with others at the Center.

Submission guidelines

Podcasts: Submit an audio recording in MP3 format. The audio should be clear, well-produced, and free from excessive background noise or distractions. Aim for a duration of approximately 30 minutes, although longer episodes can be submitted.

Videos: Submit a video file in a widely supported format (e.g., MP4). Ensure that the video has good visual and audio quality, and it is well-edited and engaging. Aim for a duration between 5 to 15 minutes, as shorter videos tend to maintain viewer engagement. However, longer videos may be accepted for more complex topics.

If applicable, provide additional resources, references, or links related to the content discussed in your podcast or video.

Include captions or transcripts for accessibility purposes if you can, especially for video submissions.

Submissions should be original works created by you or appropriate permissions should be obtained for any copyrighted materials used.

If you reference or discuss the work of others, ensure proper attribution and provide relevant citations or acknowledgments.

Submit your podcast or video file via a designated file-sharing platform or provide a streaming link.

Include a brief summary or description of the content and any accompanying visuals (e.g., cover image, video thumbnail).

Reviews (e.g., teaching materials, conferences)

Here you can share different kinds of reviews (except book reviews). You can upload reviews of teaching materials, or written reviews of conferences you have attended or presented at.

Review of teaching materials

Submission guidelines

Choose course materials that you have taught and have extensive knowledge about. The materials can be for online or offline teaching, self-paced or instructor-led, short or long, and belong to core or elective courses.

Provide a concise overview of the material/s, including the title, language(s) taught, target audience, and any relevant prerequisites.

Describe the content and learning objectives.

Evaluate the teaching methodology, instructional materials, and resources used.

Assess the effectiveness of the course in terms of engaging learners, promoting language skills development, and meeting the stated objectives.

Discuss the level of interactivity, feedback, and support provided to learners.

Present an unbiased and balanced review, considering both positive and negative aspects of the course.

Support your claims and opinions with specific examples and evidence from your experience.

Avoid personal attacks or derogatory language towards course designers, instructors or course providers.

Structure your review with headings and subheadings to enhance readability.

Aim for a review length of approximately 500 to 1,500 words, providing sufficient details without being overly lengthy.

If possible, include relevant visuals such as screenshots or course materials to support your review.

Ensure that any supporting materials are properly credited and have appropriate permissions for use.

Conference Reviews

Submission guidelines

Share with us:

·      which conference it is.

·      how the conference relates to what we do in terms of teaching and learning or the professional work at the CLE.

·      purpose of your review.

·      what the review is about e.g. themes, organizers, speakers etc. including overall effectiveness of the conference.

·      your overall experience i.e. if you'd recommend this conference (to whom and why).

 We prefer a short submission in a semi-formal style to make contributions more accessible and engaging. Submit your review using any of these formats:

·      written, spoken (e.g. audio recordings, narrated PPTs)

·      visual (e.g. images as in posters/infographics/concept maps, video recordings)

·      multimodal texts

These can be as long as 500-2,000 words (written)/ 2 to 7 mins of audio recordings/narrated PPTs/video recordings.

DPS Pilot Study & IT Team’s Feedback

1.0. Background

The Digital Platform for Scholarship (DPS) has undergone a complete revamp to include revised scholarship output categories, the introduction of scholarship hubs, as well as notification and gamification features to facilitate engagement with the platform, enhance collaboration, and contribute to scholarship at the Center. 

To test the output types, scholarship hubs and other features of the new DPS, 8 colleagues were invited to test the site. The section below provides a summary of these suggestions:

2.0. Summary of Suggestions

2.1. The following under 'Teams' to no longer be included: 

-      Video-enhanced observation team (project completed)

·      Social media team (no longer in operation)

·      SCPD funding and grants team (information in the Staff Handbook)

·      Project proposal team (information is under ‘Project proposals and Progress’)

2.2. Scholarship series team link is duplicated on the site.

IT team's response:

a)    This tab on the top of the site ensures that it is visible on every page so that staff can click on it right away.

b)    But if they scroll down, they will see the detailed information about Scholarship Series.     

2.3   CLE website to delete link to DPS if there are no plans to make DPS visible to an external audience. 

Team's response:    D/CLE’s approval is needed (later obtained).

2.3.1 Currently, the site states “something awesome is in the works”. AL (SA)’s suggestion is to change it to: “Sign in required”. Once staff sign in, they can access all DPS content. (Done).

2.4.  Additional guidelines for project proposals and progress (added)

2.5. Email address (lcdps@ust.hk) can be placed at the top of the page.

IT team's response:

a.    The IT team notes that contact information is always provided at the bottom of the page. They point out difficulties of putting this information at the top.

b.    Therefore, AL (SA) suggested the contact email address be made more conspicuous on the page for staff to see it easily.

2.6.  Filters for each category be provided (IT team examines feasibility of the suggestion).

a.    This has been done.

b.    AL(SA) encourages AMS to test the function.

2.7.    Some suggested that staff may not exactly be familiar with academic blogs / reviews / reflections. AL (SA) provided descriptions of each category (see above).

 3.0. Comments from individual participants

1.    The site is easy to navigate and user-friendly.

2.    The new layout looks good to me!

3.    It is good to see that there are mainly six tabs on the main page, with one for reflections including teaching observations, one for project progress, one for reviewing teaching materials and conferences, one for podcasts / videos and two for sharing papers and your own insights on a specific topic. They all have a distinct focus. I do not have any difficulty navigating the site.

4.    I have found that on the landing page of the CLE's website, there is a link to the 'scholarship platform', but this link seems to have some problems. If 'Digital Platform for Scholarship' here refers to DPS, maybe the status can be changed? (Done)

5.    Thanks for this. I am overall good with the layout and hubs. After closely reviewing the 'Projects Proposal and Progress' section, I would like to suggest the inclusion of additional guidelines (DPS updated with revised guidelines).

6.    In the 'teams' section, the 'scholarship series team' is mentioned, but I do not think this will be used by the team. (It's been removed).

7.    Add filters for every category (done).

Conclusion

The redevelopment of the Digital Platform for Scholarship (DPS) at HKUST's Center for Language Education (CLE) marks a significant step forward in promoting scholarly engagement and fostering a vibrant academic community. Through the recommended changes to the original platform, the introduction of diverse scholarship output categories, and the implementation of gamified scholarship hubs, we hope to lay a solid foundation for enhancing the scholarly experience.

 The submission criteria for different output categories have been clearly defined, enabling scholars to showcase their work effectively. The pilot test results and feedback from the IT Team and academic staff have provided valuable insights into the platform's strengths and areas for improvement. These insights will guide future modifications and refinements to enhance the overall user experience and ensure the platform aligns with the Center's objectives.

Although careful attention has been given to ensuring user friendliness and engagement throughout the DPS revamp process, we acknowledge the importance of monitoring the site's performance and actively seeking feedback from users. By incorporating their valuable insights and suggestions, the DPS will continue to evolve and adapt to meet the ever-changing needs of the Center.

Moving forward, we remain committed to maintaining an ongoing dialogue with staff and stakeholders to gather feedback and suggestions for further improvements. The iterative nature of this redevelopment process ensures that the DPS will continue to evolve as a dynamic platform that supports the Center's mission of promoting scholarly engagement and collaboration.

By embracing the principles of user-centered design and actively incorporating feedback, the Digital Platform for Scholarship at HKUST's Center for Language Education will serve as a catalyst for fostering a vibrant academic community and advancing scholarly pursuits. With constant monitoring, continuous refinement, and a commitment to meeting the Center's needs, the DPS aims to serve as a valuable resource for scholars at the CLE.

Work Team: Dr. Aditi Jhaveri, Mr. Felix Li, Ms. Mandy Tsang

Work duration: November 2023 - June 2024

Link to the published blog / article:

https://theory-into-practice.weebly.com/tip-blog/dissolving-the-theory-practice-divide-highlights-from-hong-kong

The 2024 CLE-TCA Conference on Dissolving the Theory-Practice Divide in Language Education : Highlights from Hong Kong

The recent shift in institutional priorities is characterized with a greater emphasis on promoting scholarship in English for Academic Purposes (EAP). This change recognizes EAP as a dynamic discipline, evolving to meet student needs and align with the goals of higher education (Davis, 2019; Ding & Bruce, 2017; Webster, 2022; Whong, 2023). At the Center for Language Education (CLE) within The Hong Kong University of Science and Technology (HKUST), this trend has found expression under the leadership of Director Melinda Whong, playing a pivotal role in driving scholarship within the field. 
 
A crucial aspect of this emphasis on scholarly engagement in EAP is the recognition of theory-informed teaching practices (Bruce, 2021; Walková, 2021). Educators now understand the importance of a strong theoretical foundation and evidence-based pedagogical strategies to create effective language learning experiences. Against this backdrop, I share highlights from our conference, "Dissolving the theory-practice dualism in language education," held on April 13, 2024, at our Center. 
 
The conference attracted language teachers, researchers, and academics from universities, colleges and schools in Hong Kong, Macau, and neighbouring cities. Despite limited livestreamed keynotes, these were watched by more than 8,000 people in China. Approximately 150 attendees physically visited the conference venue on campus.
 
In the following paragraphs, I reflect on the keynotes, parallel sessions, and the roundtable, illustrating how the conference addressed the theory-practice divide.
 
Keynotes
 
The conference aimed to foster meaningful discussions and explore the crucial connection between theory and practice in the domains of translanguaging, English Medium Instruction (EMI), and World Englishes. Through thought-provoking talks, it challenged conventional notions and sparked critical reflection, examining translanguaging as a pedagogical practice where students alternate between languages for receptive or productive use (Garcia  & Li Wei, 2014), while highlighting World Englishes as indigenized varieties of English in their local contexts of use (Jenkins, 2006).
 
Our first keynote speaker, Prof. James Simpson from HKUST, delved into the concept of translanguaging, urging us to reconsider established ideas of cultural and linguistic homogeneity while emphasizing the importance of belonging(see: here). He argued that the theory and practice divide in learning English is evident in the discrepancy between societal expectations of assimilation through language proficiency and the negotiated nature of belonging and suggested moving beyond language as the sole determinant of integration. 
 
Our second speaker, Prof. Michelle Gu (EduHK), shed light on the significance of Family Language Policy (FLP) in the digital era, as she highlighted the role of social media in the effective collaboration between families and schools. She demonstrated how language practices on social media platforms could bolster multilingual development and stressed the importance of professional support in establishing FLPs that uphold cultural values. These insights align with asset-based pedagogies (Flint & Jaggers, 2021), which recognize and build upon students' existing strengths, including their linguistic diversity and literacy skills.
 
The next keynote was delivered by Prof. Guangwei Hu (HKPolyU) who pointed out that little attention has been given to EMI teacher experiences and described his study investigating how Chinese university teachers navigated their classrooms. His findings challenged the notion of EMI as an English-only space and highlighted the importance of empowering teachers to reconstruct instructional settings as multilingual spaces, especially where English is taught as a Foreign Language.  
 
Lastly, Prof. Heath Rose shared his research on the identities of 400 researchers. His findings suggested that the perceived divide might be superficial as a significant number of EAP researchers began their careers as teachers. He concluded by advocating for stronger partnerships between practitioners and researchers (see: here).
 
Parallel sessions
 
As both a participant and organizer of the conference, I was particularly pleased with the unique format of the parallel sessions. While the researcher sessions encouraged discussions around the practical implications of applied linguistic theories, the practitioner sessions focused on participants exploring pedagogical issues through a theoretical lens. 
 
The researcher sessions had speakers highlighting the role of Task-Based Language Teaching (TBLT) as well as Digital Media Compositions (DMCs) in translanguaging. While I couldn't attend every session, I was able to learn from Prof. Wen's research on digital language portraits and the power of synchronous Computer-Mediated Communicationplatforms in facilitating interactive translanguaging (see here.). Prof. Tai's emphasis on creating technological sub-spaces in translanguaging for social justice also resonated with me. Other talks focused on the technological affordances of GenAI for critical text analysis, issues of academic integrity, and the use of Appraisal framework to develop critical writing skills. Presentations that dealt with the challenges faced by EMI institutions in terms of teaching English in the Disciplines and for students’ listening activities, were also extremely engaging. 
 
The practitioner sessions were highly impactful too. These sessions explored the widespread application of GenAI tools and their potential to create digital translanguaging spaces within classrooms. They demonstrated how ChatGPT could be utilized to familiarize students with World Englishes, highlighted the role of learning analytics in guiding language learning theory and shed light on the challenges faced by English language teachers in self-financed institutions, who strive to stay abreast of scholarly advancements despite demanding teaching schedules and limited funding opportunities. The disparity between theoretical developments and classroom practices regarding World Englishes was a notable feature of these sessions as it became evident that classroom practices are still predominantly influenced by standard English and native speaker ideologies. 
 
Roundtable
 
The talks and discussions culminated in a highly anticipated roundtable forum. This primarily touched upon the distinction between teachers on research track and teaching track positions within universities, highlighting the differing expectations for academic staff belonging to the two groups. It also reiterated the argument that an effective teacher is also a scholar, engaging in inquiry into language teaching practices and disseminating practitioner scholarship outputs to advance knowledge in their field. The forum thus fostered shared learning and exploration of digital translanguaging spaces, teacher and student challenges in EMI contexts, and the concept of criticality. 
 
Final thoughts
 
The conference has laid the groundwork for future endeavours. The connections made and discussions sparked during the event will facilitate ongoing collaborations in the Greater Bay Area and beyond. I would recommend that similar events based on theory-informed practice (TiP) approach be held and people invited from around the globe to submit proposals to include an even greater range of perspectives and participants.
 
For conference details visit https://bit.ly/cletca2024 and to view the event photos click Conference photos
 
References

Bruce, I. (2021). Towards an EAP without borders: Developing knowledge, practitioners, and communities. International Journal of English for Academic Purposes: Research and Practice, 2021(Spring), 23-36.

da Costa, N., & Rose, H. (2024). The impact of Global Englishes classroom-based innovation on school-aged language learners' perceptions of English: An exercise in practitioner and researcher partnership. System, 121, 103263.

Davis, M. (2019). Publishing research as an EAP practitioner: Opportunities and threats. Journal of English for Academic Purposes, 39, 72-86.

Ding, A., & Bruce, I. (2017). The English for academic purposes practitioner. Palgrave Macmillan.

Flint, A. S., & Jaggers, W. (2021). You matter here: The impact of asset-based pedagogies on learning. Theory Into Practice, 60(3), 254-264.

García, O., & Wei, L. (2018). Book Review Translanguaging: Language, Bilingualism and Education, by. Bellaterra J Teach Learn Lang Lit, 85.

Jenkins, J. (2006). Current perspectives on teaching world Englishes and English as a lingua franca. TESOL quarterly, 40(1), 157-181.

Mu, S., Li, A., Shen, L., Han, L., & Wen, Z. (2023). Linguistic repertoires embodied and digitalized: a computer-vision-aided analysis of the language portraits by multilingual youth. Sustainability, 15(3), 2194.

Simpson, J., & Bradley, J. (2024). Belonging-in-Interaction: Expressing and Performing Translocal Belongings Through Language and Arts Practice. Applied Linguistics, 45(3), 464-480.
Walková, M. (2021). Scholarship is a journey. The Language Scholar, 9, 97-104.

Webster, S. (2022). The transition of EAP practitioners into scholarship writing. Journal of English for Academic Purposes, 57, 101091. 

Whong, M. (2023). Scholarship in its own right. Scholarship of Teaching in Language Education, 1(1), 1-5. https://doi.org/10.59936/stile.v1i1.78
 

Distinguishing PD from CLE Scholarship Series - 8.11.22.docx

https://gohkust-my.sharepoint.com/:w:/g/personal/lcaditij_ust_hk/EZzy3GrF-vZCg642Bb_rqdoBPDt6qr6ZU2JW0cvDsFJmzA?e=5lzJj3

Peer observation in language teaching within higher education has been recognized as valuable for teacher professional development, yet teachers’ attitudes towards observation practices remain mixed. Most criticisms of the practice are related to its top-down nature, teacher time constraints, and its rigid procedure. It has also been known to cause stress and anxiety. These drawbacks of peer observation of teaching (PoT) approaches have resulted in teachers perceiving a loss of agency in the process, and to their consequent sense of disempowerment. With the purpose of redressing these issues, the Center for Language Education at the Hong Kong University of Science and Technology, started introducing changes to its PoT model. A variety of observation formats were provided for teachers to choose from and the importance of dialogue with a peer, and reflexive praxis were emphasized. Through data collected from a survey, semi-structured interviews, and content analysis of written reflections, this study sought to examine teachers’ views about this new approach. Results show that: a) participants found the opportunity to talk about teaching with a trusted peer of their choice particularly rewarding and b) they mostly did not avail of the different PoT formats despite indicating through the survey that they welcome these options. The latter could be due to teachers’ unfamiliarity with new ways of conducting PoT or it could be reflective of the contradictions between what they think and what they do. This paper, therefore, raises key questions about flexibility and choice in PoT and discusses these issues in detail.

In response to the demand for more flexible and learner-centred forms of education and training, shorter forms of learning opportunities are being developed across European and US universities in the form of micro-credentials. This suggests a move away from the traditional semester-long core or elective courses with 6-12 credits that universities have predominantly offered so far. The idea of micro-credits is based on the premise that varying degrees of learning can happen many times throughout the day or week but that these require materials and delivery, testing, and validation in bite sized, skill-focused chunks. Virtual and blended-learning formats such as MOOCs and SPOCs that students can enroll in in their own time from the convenience of their own location, can further facilitate acquisition of micro-credits. Hong Kong higher education broadly, and English language teaching Centres more specifically, have yet to seriously consider this trend. However, this may possibly be one of the key directions in which the future of language education is headed. This talk outlines how a micro-credit system can be adopted at language centres to enable students to customise their learning pathways based on their own personal, academic and professional needs. For example, a student keen to improve his/her English-speaking skills may earn a certificate in English pronunciation through a one-week summer programme, and earn a badge in public speaking by rehearsing for and participating in a Toastmaster’s event, both of which can count towards the accumulation of his/her micro-credits.

As schools and universities invest more in technology-enhanced learning, podcasts have become an integral part of this pedagogical change. Podcasts can be used as authentic materials to engage students as well as to improve teaching and learning practice. Consequently, education researchers and practitioners alike have highlighted the benefits of incorporating podcasts in the classroom to improve students' language skills, particularly listening and speaking. Inspired by this trend, our Digital Literacy Team at the Centre for Applied English Studies in HKU applied for the Virtual Teaching and Learning Grant last year and received a sum of HK$ 1,000,000 for a project titled 'Expanding student-teacher engagement to support digital media production needs of teachers in virtual teaching and learning environments'. As one of the deliverables of this project, a new elective course in podcasting has been designed for undergraduate students. The main goal of this course is for students to gain communicative competence through the process of producing a podcast suitable for their chosen audience. It is expected that students will improve their English language skills (through script/commentary writing, and interviewing guests and engaging in dialogue with them) while simultaneously developing their ability to communicate through a critical digital medium. As a result of this digital literacy, students who take the course could potentially be recruited to help out with related digital initiatives at the University, thereby providing a stronger infrastructure for sustaining and expanding the role of 'Students as Partners', a notion that has gained much momentum in higher education globally. In this talk, I will outline the different steps we've taken towards the completion of the project thus far, elaborate on our vision of creating this course on podcasting, and share our insights on the extent to which students' communicative and digital expertise can be improved, and the degree to which the course can technically enable them to act in the capacity of partners, alongside teachers, in various digital endeavors at the University.

This chapter discusses the development of English-in-the-Discipline (ED) courses offered to students of four disciplines: Education, Information Management, Speech and Hearing Sciences, and Applied Child Development at The University of Hong Kong. These courses aim to help students develop their critical reading, report writing, and oral presentation skills for disciplinary studies and academic purposes. Students conduct a small-scale research project on a self-identified topic in their discipline, interview information-rich professionals, and present their findings in the form of a research report and an academic oral presentation. As developers of these courses, we present the course design principles (e.g., genre and experiential learning approaches, and assessment for learning) and sample teaching materials. In light of student feedback, we reflect upon the strengths of the courses in developing students’ academic literacy for university studies and the challenges we experience in relation to (a) specificity in disciplinary communication, (b) collaboration with subject teachers, and (c) language teachers’ expertise in teaching ED courses.

This paper argues that the planned introduction of visual literacy into the New Secondary School Curriculum can play a crucial role in enabling students to think critically and creatively in Hong Kong's highly visual landscape. As Hong Kong's educational system remains entrenched in long-established and conventional pedagogies, the primacy given to the written word is in sharp contrast with the pragmatic roles that visual images play in students' day-to-day life. Hong Kong is well-known for its extremely high level of Internet / broadband penetration and media saturation, yet visual literacy is still in a state of infancy in Hong Kong. Therefore, from a curricular standpoint, as Hong Kong society relies to a greater degree than ever before on visual communication strategies, it is vital that visual literacy be integrated as part of the new curriculum under the current educational reforms. As contemporary Hong Kong culture becomes increasingly dependent on the visual environment, developing visual literacy to enhance students' learning can be an important step in the future towards a more successful implementation and development of the New Secondary School Curriculum.

This chapter examines the ideological construction of gender identities in news narratives in China with a view to highlight the need for enhancing media literacy in this field. Through an exploration of the intersection of journalistic and gender ideologies, the chapter seeks to illuminate the role of media framing in defining, establishing and reinforcing gender norms and roles in Chinese society. Gendered frames, for instance, of motherhood or the primacy of breadwinner role, allow journalists to simplify the complexities of the stories of men and women in their private and public spheres. A detailed qualitative study of a corpus of 12 news articles from China Daily using a textual analysis approach revealed that the news texts primarily construct ideals of manhood and womanhood. Within a patriarchal and hierarchical media, state and social structure, representations of hegemonic masculinities persist in news narratives. With regard to women, it was found that, on the one hand, voices of rural, migrant women were marginalised and, on the other, urban or modern women were commodified as objects of men’s desire in this age of consumerism. These results call for critically minded, media-literate Chinese to pay attention to the forms of transitional, as opposed to traditional, gender roles and ideologies that are emerging slowly but steadily through the news media.

With English becoming the world’s foremost lingua franca, the pressure to improve English language education (ELE) has been steadily increasing. Consequently, the nature of ELE has changed drastically in the last decade. This has not only brought about a number of changes in the way English is taught and learnt, but it has also led to various innovative practices around the world. As a result, this edited book aims to shed light on the new theoretical and methodological developments in the field of ELE as well as the major issues and difficulties faced by practitioners in different parts of the globe. One very important variable that the book takes into account is the role that English already plays in a particular society since this may affect the views that teachers and students hold of the language. This in turn can significantly influence the way English is taught and learnt in given political, economic and socio-cultural settings. The purpose of this book is therefore to provide a comprehensive overview of the pedagogical methods, policies and problems that underlie English language education in ten different regions across the world, including: the USA, Canada, the UK, Australia, New Zealand, India, Singapore, Japan, China and Hong Kong. In doing so, the different chapters in the book emphasize the importance of responding to linguistic and other forms of diversity in order to develop English language education in a globalized world. This book will be useful for teachers and students of English language, for English language curriculum and materials developers, and for those involved in educational policy-making and language acquisition research. Written by experts in the field, the range of content covered in the book’s chapters will also help policy-makers, researchers and practitioners develop effective English language education practices and policies, and propose solutions to emerging issues in English language teaching and learning in different environments around the world. The newly-developed arguments and concerns pertaining to English language education will serve as future reference for professionals interested in this area of expertise.