Researching and teaching China and Hong Kong English

ABSTRACT THE ENGLISH curriculum in China – including the Hong Kong Special Administrative Region (HKSAR) – has traditionally been dominated by native-speaker (NS) based pedagogical models. This is a source of many problems, ranging from learning outcome to teaching performance, and from cultural inappropriacy to speaker identity. Research in World Englishes (WE), in English as a lingua franca (ELF) and an international language (EIL), and to a lesser extent in second-language acquisition (SLA) has shown that a curriculum informed by a deficit model (by measuring learner performance using the yardstick of native-speaker-based standards) is by its very nature disempowering, and should be replaced with a model of difference, whereby learners' L1 identities and ownership of English are both respected.

[1]  Heather Murray,et al.  The Globalization of English and the English Language Classroom , 2006 .

[2]  J. Jenkins.  Current Perspectives on Teaching World Englishes and English as a Lingua Franca , 2006 .

[3]  A. Kirkpatrick.  Which model of English: Native-speaker, nativised or lingua franca? , 2006 .

[4]  James Stanislaw.  Chinese Englishes: A Sociolinguistic History , 2006 .

[5]  Jongdo Jin.  Which is better in China, a local or a native English-speaking teacher? , 2005, English Today.

[6]  Hu Xiaoqiong,et al.  China English, at home and in the world , 2005, English Today.

[7]  Hu Qiong.  Why China English should stand alongside British, American, and the other ‘world Englishes’ , 2004, English Today.

[8]  V. Cook.  13. Language Teaching Methodology and the L2 User Perspective , 2002 .

[9]  A. Kirkpatrick,et al.  Chinese pragmatic norms and ‘China English’ , 2002 .

[10]  Ivor Timmis,et al.  Native‐speaker norms and International English: a classroom view , 2002 .

[11]  David Coniam,et al.  Selecting models and setting standards for teachers of English in Hong Kong , 2002 .

[12]  S. Andrews.  Teacher language awareness and language standards , 2002 .

[13]  Peter Trudgill,et al.  Sociolinguistic Variation and Change , 2001 .

[14]  Tom McArthur,et al.  World English and world Englishes: Trends, tensions, varieties, and standards , 2001, Language Teaching.

[15]  David C. S. Li.  The Functions and Status of English in Hong Kong: A Post-1997 Update , 1999 .

[16]  David C. S. Li.  Incorporating L1 Pragmatic Norms and Cultural Values in L2: Developing English Language Curriculum for EIL in the Asia-Pacific Region , 1998 .

[17]  Péter Medgyes.  The Non-Native Teacher , 1994 .

[18]  M. Pennington,et al.  English and Chinese in Hong Kong: pre‐1997 language attitudes , 1994 .

[19]  Jack C. Richards,et al.  English in Hong Kong: Functions and status , 1982 .

[20]  Peter Strevens,et al.  What Is 'Standard English'? , 1981 .