Past Seminars

Moving beyond native-speakerism in L2 pronunciation teaching: The development of an intelligibility-oriented approach

Abstract: The nativeness and intelligibility principles are two contradictory perspectives that have influenced L2 pronunciation research and pedagogy. While a ‘native-speaker’ ideology is often found in English language education, researchers have argued that pronunciation learning/teaching should prioritise features essential for intelligibility in international communication, where L2 speakers are the main interlocutors. From an intelligibility perspective, it is important to adopt an approach to pronunciation teaching based on the local variety while addressing both local and global communicative needs. Using Hong Kong as a case of exemplification, this presentation illustrates the development of such an approach, beginning with an existing local variety (Hong Kong English) and refining it towards one that enhances intelligibility in international communication. The approach is informed by findings from research projects that investigated language use, attitudes, and identities in Hong Kong; the linguistic features and variation of Hong Kong English; educational policies and practices; and teachers’ perspectives.

Specifically, the developmental sequence includes (1) understanding the global-local sociolinguistic context, (2) exploring current learning/teaching practices in L2 pronunciation (e.g., curricula, assessment, school practices, teachers’ perceptions and practices), (3) determining priorities in pronunciation teaching based on features of the local English variety, and (4) integrating teaching priorities in pronunciation learning/teaching in the areas at curriculum, institutional and classroom levels. Moving beyond the longstanding native-speaker ideology, this framework enables any English variety to effectively engage in international communication by considering a wide range of contextual factors such as language use, attitudes and identity, targets of English teaching, variations in the speech community, and the existing educational policy and practice. It encourages practitioners to critically reflect on their own sociolinguistic environments and roles in shaping pronunciation instruction.

Awareness of neo-coloniality in English(-medium) education policy
Abstract: Policy orientations are usually rooted in ideological positions that may be visible or remain invisible to most people. English language education, in particular, is predominantly shaped by certain contemporary ideologies as well as colonial legacies. Therefore, it has been argued that there is a need for awareness of possible (neo)colonial elements in teaching and learning English beyond the image of a neutral global lingua franca. In this presentation, first I discuss the pressing need for critical and decolonial perspectives in policies of English-medium education, considering that in many places it is a still emerging rather than a fully shaped area. Then, I present the findings from the qualitative content analysis of a set of official policy documents related to English language teaching and English-medium teaching in Hong Kong schools, showing that despite the emphasis on ‘biliterate-trilingual policy’, English appears to enjoy a dominant status. Finally, I elaborate on the higher education–school education nexus in terms of the influence of English-medium education on fostering the dominant status of English and explain the ‘ebb tide effect’ of widespread university English-medium programs on heightening the English language learning fever at school and even pre-school level. Such an effect may bear significant messages about the need for critical, decolonial awareness in the policy (and practice) of English education and English-medium education.

This talk introduces the Critically Engaged Literacy Workshop (CELW) as a decolonial research methodology and pedagogical approach that fosters critical awareness, anti-racist engagement, and transformative action. While applied linguistics increasingly recognizes the need for activist scholarship, there remains a gap in decolonial methodologies that guide research and pedagogy. CELW addresses this gap by providing a collaborative, participatory space where marginalized voices are centered through multilingual and multimodal narratives, fostering both reflection and action. Drawing on participatory action research and generative design tools, CELW goes beyond interpretation to facilitate agency, resistance to hegemonic structures, and social change. Through engaged interactions among researchers, educators, and communities, CELW promotes critical consciousness of language, power, and inequality while enabling meaningful activism. This talk will explore CELW’s theoretical foundations, its potential for disrupting colonial ideologies in English language education, and its implications for fostering more equitable, socially just learning environments.

Knowledge and use of academic vocabulary is important for learners preparing for or participating in English medium university education. Academic vocabulary knowledge contributes to academic success. Corpus-based research has shed light on the nature of written and spoken academic lexis across and within subjects which is useful for identifying vocabulary worth focusing on in EAP classrooms, textbooks, materials and websites such as the EAP Foundation. The focus of this talk is issues related to acquiring academic vocabulary, using examples from research in secondary and tertiary contexts in English as a foreign and second language countries. The talk begins with a model of vocabulary growth from Nation and Coxhead (2021), before turning to the following issues: (1) challenges EAP learners can face when learning and using academic vocabulary; (2) reports of low levels of vocabulary of EAP learners in a range of contexts; (3) the need for principled approaches and understanding to support vocabulary acquisition and use in EAP. The final part of the talk includes recommendations for practice based on the three issues as well as some suggestions for future research. There will be time for questions.

In recent years, AI technology has advanced significantly, leading to its increasing integration into various fields, including second language (L2) education. These developments offer exciting opportunities for language teachers to enhance their teaching methods and student engagement. Given such developments, this presentation aims to provide an accessible introduction to a range of AI technologies relevant to L2 education, with a focus on the latest research findings. It will explore several tools, starting with large language model (LLM)-based chatbots as speaking practice partners, and ChatGPT as automated writing evaluation tools. Additionally, the presentation will cover how ChatGPT can be used to build test items, offering practical insights for L2 educators. By reviewing previous studies on these AI applications in L2 education, it will provide a clear overview of their benefits and limitations.

Current Research in Multilingual and Multimodal Literacy across Content Areas

The role of text in literacy development across content areas