Research & Development

Research and Development Projects 2027-28 – Open Call for Applications

The vision of SCOLAR is to enable the people of Hong Kong, in particular, students and working adults, to become biliterate (in written Chinese and English) and trilingual (in Cantonese, Putonghua, and spoken English).

The “Research and Development Projects 2027-28” (the Projects hereafter) aims at supporting the implementation of various initiatives on Chinese (including Putonghua) and English language learning and teaching in local schools and generating new knowledge or filling pedagogical gaps in the local contexts.

Tapping the wider pool of research expertise in the local and international arena on specific themes which are of strategic importance to the language learning/language education development of Hong Kong, SCOLAR is now inviting local and international academics and professionals to submit applications for the Projects.

Priority Themes for Research and Development Projects 2027-28

The priority themes identified for the call for applications are listed below. Examples of possible research and development focuses/areas are given as appropriate. All applications must be made under one of the following themes-

(a) Chinese or English Language Learning, Teaching and Assessment at Different Educational Stages (from Kindergarten Education onwards)

Holistic planning, implementation, and evaluation
Pedagogy for Chinese (including Putonghua) or English to cater for the diverse needs of learners, including learners with special educational needs (SEN)
Assessment of Chinese (including Putonghua) or English language proficiency
Language across the Curriculum (LaC)
Chinese (including Putonghua) or English language development and learning for young children
Language learning needs of students for effective communication across different contexts to facilitate effective language education policy formulation

(b) Learning of Chinese Language of Non-Chinese Speaking (NCS) Learners

Chinese language and literacy development of NCS learners in early years
Teaching/learning of Chinese language of NCS learners at different stages of schooling
Learning of Chinese language of NCS students in/outside classrooms

Chinese (including Putonghua) or English language learning and teaching across kindergarten education and Key Stage One
Chinese (including Putonghua) or English language learning and teaching across Key Stage One and Key Stage Two
Chinese (including Putonghua) or English language learning and teaching across Key Stage Two and Key Stage Three
Chinese (including Putonghua) or English language learning and teaching across secondary and post-secondary/tertiary education

(d) Use of Technology-Enhanced/AI-Powered Tools to Facilitate Learning, Teaching, and Assessment of Chinese (including Putonghua) or English Language

Catering for learner diversity
Facilitating self-directed learning
Promoting assessment literacy, especially assessment as learning practices
Enhancing student motivation
Promoting multimodal and digital literacy

(e) Chinese (including Putonghua) or English Language Use and Proficiency of Working Adults

Multimodal literacy in the workplace
Perceived and, where appropriate, tested proficiency across workplace and social contexts
Key challenges working adults encountered when using English and Chinese in both written and spoken modes across different contexts
Language learning needs of working adults for effective communication across different contexts to facilitate effective language education policy formulation

The themes are by no means mutually exclusive. Interrelated themes will also be considered. Collaborative research across local institute(s), with international partnership(s) and/or cross-sector involvement is strongly encouraged.

Application Deadline: 5:00 p.m. on 30 June 2026 (Tuesday)

Applications should be submitted by the above application deadline. For details of the application procedures, please refer to the Guide to Applicants.

Enquiries: 3863 1798

Documents for download: