Abstract
This talk explores the tensions and complexities of developing second language teachers and teacher educators’ understanding of assessment literacy through a collaborative action research project in the context of language assessment reform in Hong Kong. Drawing on the principles of critical discourse analysis and social theories, I will share textual data from the study (interviews, emails and meeting transcripts) and examine school-university collaboration through the lens of praxis to show how teachers and teacher educators learnt together as professionals – what worked and what didn’t work. Findings and implications for school-university partnership as praxis for the professional development of language teachers in the context of education reform will be discussed.
Speaker
Dr. Cheri Chan
Assistant Professor, Professional Development Coordinator, School-University Partnership, Division of English Language Education, The University of Hong Kong
About the Speaker
Dr. Cheri CHAN is a teacher educator in the Faculty of Education, University of Hong Kong. She is a winner of the HKU Teaching Excellence Awards 2014. Dr. Chan’s current research interests include critical research in teaching and learning and professional development practices for English language teachers, including mentoring and school-university partnership.
Date
28 April 2016 (Thursday), 12:45 - 02:00pm
Location
Room 205, 2nd Floor, Runme Shaw Building , HKU
Chair
Professor Angel Lin
Presentation Slide
Presentation Slide 1 :
- ‘Curses in TESOL’: Postcolonial Desires for Colonial English
- “Enhancing Data-Driven Learning in Disciplinary L2 English Contexts: Introducing CorpusMate”
- “Neither Bilingual nor Education”: critiques of bilingual education in state school education and responses to them
- A Two-Tiered Investigation Into the Dual Goal in EMI Education: Assessment and Instructional Practices
- Appropriation of Resources by Bilingual Students for Self-regulated Learning of Science
- Auckland U – HKU Joint Webinar (28 November, 2024)
- Automated Content Feedback and Young English Learners’ Behaviours, Performances and Response
- Book Launch Seminar: Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts
- Crosslinguistic influence in foreign and second language learners
- Digital literacy pedagogy:
Key issues in the age of Gen-AI
- Digital Multimodal Composing for Specific Purposes: The Case of Sustainability Discourse
- EMI Symposium 2023: Fostering Collaboration
- Exploring Self-Regulated Use of Artificial Intelligence Tools in Language Learning
- Generative AI: Implications and Applications for Education
- Global Englishes-informed Teacher Education: Present Cases and Future Directions
- HKU-NIE Joint Webinar: Designing Learning and Assessment with Multimodality in CLIL Classrooms
- Hong Kong SAR Government’s ‘Biliteracy and Trilingualism’ Policy: Sizing Up and Meeting the Challenge
- Hong Kong Students’ Self-regulated English Writing for Academic Studies
- HUMANISING TECHNOLOGY in Language Learning & Teaching
- Language ideologies in text-based art of Xu Bing: Implications for language policy and planning
- Language Learning in 3D Virtual Worlds
- Learning about and using academic vocabulary: Critical issues for pedagogy (Feb 18, 2025)
- Motivational and Empowering Feedback in the Writing Classroom
- Multilingualism and its Ramifications
- Multilingualism and Mobility: The Semiotic Production of Centres and Peripheries in Airport Spaces
- Multilingualism and the Brain
- Narrative Skills in Mandarin- English Dual Language Immersion Learners
- Narratives of Cross-Cultural Understanding among South Asian Diasporic Students in Hong Kong
- Newcastle U-HKU Joint Webinar on Cultural Artifact Creation (14 November, 2024)
- Oklahoma U-HKU Joint Webinar (05 December, 2024)
- Optimising Classroom Learning: Speaking in and about Mathematics Classrooms
- People who come from state education are different”: How language use maintains social exclusion in Medical Education
- Policy vs Practice: Homework in Hong Kong EFL Classrooms
- Review of recent research on AI-powered technology in second language teaching, learning and testing (Feb 10, 2025)
- Revival and Threat: Language ideologies, policy, and nationalism in Kazakhstan and Mongolia
- Secondary school students’ source use in inquiry project-based learning (PjBL): Working towards avoiding plagiarism and engaging with sources
- Sociocultural awareness of international ELT policies: The case of a US-funded program in Morocco
- Studies of Public Policy Process and Implications for Research on Education Policy
- The Challenges of Teaching Non-Chinese Speaking Children to Learn Chinese at Kindergarten Level
- The Contributions of Growth Rates in Phonological and Spatial Abilities to Chinese Reading and Mathematical Competencies: A Longitudinal Study of Hong Kong Kindergarteners
- The Digital Literacies Forum 2023
- The Effects of the Medium of Instruction in Physics on Achievement and Motivation to Learn
- The Historical and Linguistic Background of South and Southeast Asian Multi-ethnic Communities in Hong Kong
- The Influence of Extramural Access to Host Culture Social Media on Ethnic Minority Students’ Motivation for Language Learning
- Top desk rejection reasons and how to avoid it
- Translanguaging in Everyday Textual Performances: Implications for Literacy and Pedagogy
- Understanding Language Learning Motivation in Hong Kong
- University of Melbourne – University of Hong Kong Joint Symposium (19 November, 2024)
- Using Reading to Learn Pedagogy to Support Non-Chinese Speaking Students Learning Chinese in Hong Kong
- Videos in language classrooms: A social semiotic perspective
- What can we learn from the Hong Kong Archive of Language Learning Project?
- New technologies in literacy research:
“Measuring” embodiment through
galvanic skin response
- Publishing in top-tier applied
linguistic journals:
Perspectives of an editorreviewer-author
