HKU-Newcastle U Joint Webinar: Critical Perspectives on Language Policy and Practice (May 2nd, 2025)

Abstract

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.

Speaker

About the Speaker

Jim Y.H. Chan is Lecturer in the School of Education, Communication and Language Sciences at Newcastle University. Before he moved to the UK, he was Associate Professor in the Faculty of Education at the University of Hong Kong. His research interests include English as a lingua franca, global Englishes, language use, attitudes and identities, ELT material design, phonology, bilingual education, language-in-education policy, and TESOL pedagogy and assessment. Some of his recent work has been published in TESOL Quarterly, Language Teaching Research, World Englishes, International Journal of Applied Linguistics, Language and Education, System, Language Assessment Quarterly, Journal of Multilingual and Multicultural Development, Journal of English as a Lingua Franca, Asian Englishes, RELC Journal and The Journal of Asia TEFL.
Research profile: https://www.ncl.ac.uk/ecls/people/profile/jimchan.html

Seyyed-Abdolhamid Mirhosseini is an Associate Professor at The University of Hong Kong. His research areas include the sociopolitics of language education, qualitative research methodology, and critical studies of discourse in society. His writing has appeared in journals including Applied Linguistics; Critical Inquiry in Language Studies; Language, Identity and Education; Language Teaching, and TESOL Quarterly. His publications include Worldwide English Language Education Today: Ideologies, Policies and Practices (Routledge, 2020); Doing Qualitative Research in Language Education (Palgrave Macmillan, 2020); and Critical English Medium Instruction in Higher Education (Cambridge University Press, 2025).

Time

5-6 PM (HK Time) // 10-11 AM (UK Time)

Location

Zoom (https://hku.zoom.us/meeting/register/oFU0OSaoSi6xxNBqGPnigw )