Theme A: Pedagogy of teaching of Chinese/English language to cater for diversified needs of learners
| Project | Grantee | Abstract |
|---|---|---|
| A cognitive-linguistic approach to tiered writing intervention for students with diverse learning needs in senior primary schools | The University of Hong Kong | |
| Case studies on how Chinese English learners in Hong Kong secondary schools mediate automated content feedback and related contextual learning elements for essay writing: implications for pedagogy | The University of Hong Kong | |
| Developing an intelligent tool for computer-assisted formulaic sequence learning from YouTube videos | The Hong Kong Polytechnic University | |
| Hong Kong senior secondary students' problems in reading classical Chinese texts and the effectiveness of current classical Chinese reading instruction | The Chinese University of Hong Kong | |
| Informing pedagogy through exploring and reforming assessment practices in EMI education | The University of Hong Kong | |
| Integrating content and language learning in EMI education - exploring "thematic patterns" as pedagogical strategies | The University of Hong Kong | |
| L2 classroom talk and subject content learning: investigating the relationship between L2 learning and content learning in EMI mathematics and science classrooms | The University of Hong Kong | |
| Literacy challenges and students' strategic language learning efforts during the primary-secondary transition | The University of Hong Kong | |
| Reducing early literacy differences in preschool children from low-SES families: The effects of an early metalinguistic intervention | The Hong Kong Insititute of Education | |
| Supporting students' academic discourse development in sub-degree programmes: an adjunct language-across-the-curriculum instructional model | Hong Kong Community College, The Hong Kong Polytechnic University | |
| Understanding interactions between language learning motivation and medium of instruction | The University of Hong Kong |
Theme B: Smooth transition of different stages of schooling in respect to Chinese/English language learning
| Project | Grantee | Abstract |
|---|---|---|
| Analysing English learners' experiences in the transition from senior secondary mainstream and shadow education to university studies | The University of Hong Kong | |
| Cantonese English accent reduction and native-like accent enhancement characterization and training for primary school students and English teachers | The University of Hong Kong | |
| Enhancement of language learning and personal growth through growing-up stories: transition and connection of teaching and learning in upper primary and junior secondary schooling | Children's Literature & Culture Association of Hong Kong | |
| Teaching approaches and English literacy skills: an investigation into young Hong Kong Chinese ESL children | The Hong Kong Insititute of Education |
Theme C: Learning of Chinese language of non-Chinese speaking (NCS) students in/outside classrooms
| Project | Grantee | Abstract |
|---|---|---|
| A mobile, personal reading tutor for learners of Chinese | City University of Hong Kong | |
| An investigation of strategies and methods in learning Chinese vocabulary by non-Chinese speaking students in Hong Kong | City University of Hong Kong | |
| An online reading platform for learning Chinese as secondary language | Caritas Institute of Higher Education | |
| Dialogical reading programme on Chinese language and emergent literacy learning in ethnic minority preschool children in Hong Kong | The Hong Kong Insititute of Education | |
| From speech to spelling: improving Chinese proficiency of non-Chinese speaking students through Cantonese speech learning | The Chinese University of Hong Kong | |
| Supporting the learning and teaching of Chinese language for non-Chinese speaking students in secondary schools | The University of Hong Kong | |
| The acquisition of Cantonese vowels and intonation by India-Urdu students at Hong Kong primary and secondary schools | The Hong Kong Polytechnic University | |
| Using supplementary materials to enhance primary 6 non-Chinese students' Chinese ability: an action research | The Hong Kong Polytechnic University |