From outside in: from inside out: student's expectations and perceptions of culturally different teaching styles

Article


Young, Kathie and Wong, Ruth Ming Har. 2009. "From outside in: from inside out: student's expectations and perceptions of culturally different teaching styles." Asian EFL Journal. 40, pp. 28-51.
Article Title

From outside in: from inside out: student's expectations and perceptions of culturally different teaching styles

ERA Journal ID9317
Article CategoryArticle
AuthorsYoung, Kathie (Author) and Wong, Ruth Ming Har (Author)
Journal TitleAsian EFL Journal
Journal Citation40, pp. 28-51
Number of Pages23
Year2009
Place of PublicationBusan, Korea
ISSN1738-1460
Web Address (URL)http://www.asian-efl-journal.com/pta-November-2009.pdf
Abstract

Significant curriculum reform has been undertaken in Hong Kong for over a decade. There has been substantial education initiatives designed to enhance Hong Kong students' English proficiency. The most prominent initiative has been the introduction of the Native English Teacher (NET) Scheme. However the effectiveness of the collaboration between local English teachers (LET) and NETs has not been critically investigated with respect to student expectations and perceptions of their teacher's culturally developed teaching styles and how these perceptions impact on classroom learning expectations and behaviour.
This paper seeks to engage in a critical analysis of the pedagogy used by LETs and NETs in a local Hong Kong primary school setting. In this paper, it is intended that light will be shed on the implications of the pedagogy and cultural factors relating to primary school students' perceptions of those factors that support effective English learning in Hong Kong ESL classrooms.

KeywordsESL student expectations; Hong Kong education reform; communities of practice; socialisation onto teaching and learning
ANZSRC Field of Research 2020470202. Asian cultural studies
390108. LOTE, ESL and TESOL curriculum and pedagogy
390401. Comparative and cross-cultural education
Public Notes

Copyright Asian EFL Journal Press 2009. No part of this article may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying or otherwise, without the prior written permission of the Asian EFL Journal.
editor@asian-efl-journal.com

Byline AffiliationsFaculty of Education
Education University of Hong Kong, China
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