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© 2017

Inclusive Teaching Strategies for Discipline-based English Studies

Enhancing Language Attainment and Classroom Interaction in a Multicultural Learning Environment

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Table of contents

  1. Front Matter
    Pages i-xiii
  2. Hing Wa (Helena) Sit
    Pages 1-8
  3. Hing Wa (Helena) Sit
    Pages 29-41
  4. Hing Wa (Helena) Sit
    Pages 43-58
  5. Hing Wa (Helena) Sit
    Pages 59-75
  6. Hing Wa (Helena) Sit
    Pages 77-98
  7. Hing Wa (Helena) Sit
    Pages 99-118
  8. Back Matter
    Pages 119-146

About this book

Introduction

This book presents empirical findings that reveal various teaching strategies and responses from two sub-cultural groups of students, i.e. local Hong Kong and Mainland students, with regard to their English studies. It puts forward a constructive model for innovative teaching strategies to enhance language attainment and classroom interaction in a multicultural learning environment in Hong Kong. It highlights inclusive teaching strategies with instructional, inspirational and interactional components to accommodate diverse learners and promote their classroom interaction. In addition to contributing to innovation in higher education in Hong Kong, the lessons learned here can be universally applied to ESL/EFL teaching and education reform around the world. Further, they support better learning and teaching at universities in the context of internationalization. 

The book will above all benefit undergraduate students in ESL/EFL teacher training programs, and post-graduate research students in applied linguistics, language education and second language teacher education. It also offers a valuable reference book for university lectures in teacher education, researchers in higher education in China, and TESOL/TEFL instructors in English-speaking countries (the UK, USA, Canada, Australia, New Zealand etc.).

Keywords

English Teaching Strategies Cross-cultural Teaching and Learning Language Education ESL Curriculum and Pedagogy Cultural Diversity and Inclusivity Hong Kong University

Authors and affiliations

  1. 1.School of EducationThe University of Newcastle School of EducationCallaghan, NSWAustralia

About the authors

Dr Helena Hing Wa Sit is a Senior Lecturer in Education (TESOL) from the School of Education, Faculty of Education and Arts at the University of Newcastle, Australia. She holds a PhD Degree in Education and an MEd in TESOL from the University of Newcastle, where she won the university’s annual award for best PhD thesis in the Faculty of Education and Arts. Prior to joining the University of Newcastle, Helena worked as a Lecturer in Academic Development (Higher Education) at Macquarie University and a Researcher at the University of Hong Kong. Her research expertise includes Language Education, Second Language Teacher Education, International Education, Cross-cultural Studies and teaching strategies for advanced English learners. Her research at the University of Hong Kong, Macquarie University and the University of Newcastle focuses on internationalization, transformative learning and innovative language education programs. She has published widely in the areas of language education, second language teacher training and international education.

Bibliographic information

  • Book Title Inclusive Teaching Strategies for Discipline-based English Studies
  • Book Subtitle Enhancing Language Attainment and Classroom Interaction in a Multicultural Learning Environment
  • Authors Hing Wa (Helena) Sit
  • DOI https://doi.org/10.1007/978-981-10-4708-4
  • Copyright Information Springer Nature Singapore Pte Ltd. 2017
  • Publisher Name Springer, Singapore
  • eBook Packages Social Sciences Social Sciences (R0)
  • Hardcover ISBN 978-981-10-4707-7
  • Softcover ISBN 978-981-13-5207-2
  • eBook ISBN 978-981-10-4708-4
  • Edition Number 1
  • Number of Pages XIII, 146
  • Number of Illustrations 1 b/w illustrations, 3 illustrations in colour
  • Topics Applied Linguistics
    Language Teaching
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