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

| November 1, 2009
From outside in: from inside out; student s expectations and perceptions of culturally different teaching styles

Keywords: changing student perceptions, NET, JET, EPIK

Kathie Young
University of Southern Queensland, Australia

Wong Ming Har, Ruth,
The Hong Kong Institute of Education, Hong Kong

Bio Data
Dr. Kathie Young has extensive international second language teacher education and curriculum development experience. Current research interests and publications include educators work and identities, voice as a post-colonial challenge and efficacy of curriculum and pedagogical responses to linguistic and multicultural diversity. She currently teaches at the Springfield campus of the University of Southern Queensland, Australia.

Dr. Ruth M. H. Wong is teaching at the Hong Kong Institute of Education. Her research interests include second language teaching and learning, task-based teaching and learning, language arts and learning motivation. Her publications include research articles in international journals, chapters in books, articles in professional magazines, textbooks and teaching resources for Hong Kong secondary schools.

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.


See pages: 28-51

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Category: Monthly Editions, Volume 40