Teacher identity,teaching vision,and Chinese language education for South Asian students in Hong Kong

There is a growing interest in research on language teacher identity as relevant research suggests that language teacher self-identification has an impact on their language teaching. The present paper explores the self-identification and subsequent effects on their actual teaching vision and practice of 16 Chinese language subject teachers teaching Chinese as a second language to South Asians in Hong Kong. Data collected from classroom observations and interviews with the teachers demonstrate that Chinese language subject teachers negotiate with South Asian learners and construct their teaching in ways that enable them to create an environment where they see themselves as linguistic torchbearers and cultural transmitters while acquiring a strong feeling of success professionally. This research implies that teacher identity is a kind of pedagogy through which language teachers can reproduce or counteract hegemonic discourses and ideologies that oppress South Asians as non-native language minorities.     

Perfectionism and Goal Orientations Among Chinese Gifted Students in Hong Kong

Positive and negative perfectionism as well as four goal orientations were assessed in a sample of 315 Chinese gifted students in Hong Kong. These students tended to endorse positive perfectionism more than negative perfectionism and prefer learning and social goals over performance and avoidance goals. Learning and social goal orientations emerged as significant predictors in the prediction of positive perfectionism, whereas performance and avoidance goal orientations emerged as significant predictors for negative perfectionism. Implications of the findings for promoting healthy strivings for excellence through setting different goals are discussed.     

Struggling in the Mainstream: The case of Hong Kong

In Hong Kong, children with special needs who are studying in mainstream schools are struggling for integration amidst the competitive and elitist culture of the educational environment. The purpose of the present study is to examine the accounts of parents of students with special needs and their children's experiences, and also to compare the integration experiences of children with different types of special needs in mainstream schools. Data was collected through a structured questionnaire, of which 515 valid examples were returned and analysed. Academic requirements were found to be a great burden to children and parents. Children with intellectual impairment, autism, and hyperactivity encountered more problems in peer relationships. These results suggest there is a need to devise target-specific strategies and supportive measures for children with different types of special needs.     

Stress,Self-Efficacy,Social Support,and Psychological Distress Among Prospective Chinese Teachers in Hong Kong

Teacher stress, self-efficacy, social support, and psychological distress were assessed in a sample of 83 Chinese prospective teachers in Hong Kong. These teachers reported significantly higher levels of symptoms in somatic problems, followed by anxiety and dysphoria. In exploring the role of personal and social resources in the stress-symptom process, neither self-efficacy nor social support mediated the impact of teacher stress on psychological distress. In contrast, social support moderated the influence of stress on distress in addition to the main effects of stress. While there were subtle differences when specific symptoms were considered, the high-stress/low-support group was most vulnerable. Self-efficacy and social support as protective factors for teacher stress management are discussed.     

Conceptions of Counselling Among Chinese Secondary School Teachers in Hong Kong

One hundred and four Chinese secondary school teachers in Hong Kong were assessed on their conceptions of counselling using a 30-item self-report checklist. Based on these teachers’ highest ratings on the three positions of each of the ten issues, it could be inferred that these teachers believe most strongly that a healthy personality is an important predictor of good counselling, that counsellors should integrate theories in their work, and that counselling should focus on the present. While there were few teacher subgroup differences, it was noteworthy that teachers involved in guidance work endorsed a humanistic orientation when compared with teachers with no such involvement. Implications of the findings for improved counselling training for teachers are discussed.     

Political Ideology and Perceptions of Social Justice Advocacy Among Members of the American Counseling Association

This study explored perceptions of social justice advocacy among liberal, moderate, and conservative members (N?=?214) of the American Counseling Association (ACA). Results showed that conservative participants had somewhat less favorable perceptions of social justice advocacy, but generally did not differ statistically from liberal and moderate participants. Statistically significant differences, however, were found among extremely liberal participants. All participants generally supported the use of ACA resources for social activism. Implications and limitations are discussed.     

香港太平绅士:“源”与“流”

香港太平绅士源于英国的治安法官,它的成功移植主要满足了香港传统社会的"士绅"情结,在一定层面化解了殖民地社会对殖民政权的排斥.发展到今天.太平绅士制度成为香港政府联结民意以及民众参与公共事务的重要路径之一,探讨香港太平绅士的源流对于大陆完善其基层治理颇具启示.     

港澳台侨学生文化研习与文化认同的生成机理与路径研究——以华侨大学为例

文章以华侨大学港澳台侨学生中国文化研习营为切入点,运用IPA分析法剖析侨生研习体验中的重要环节及影响关系,探讨文化认同的生成机理及提升路径。研究认为,体验记忆、文化适应在研习体验与文化认同之间起中介作用,说明了研习体验中的参与感及记忆感以及通过文化接触和文化学习等文化适应过程,有利于增强港澳台侨生的体验感、形成体验记忆和提升文化适应,是促进形成中华文化认同及生成文化自信的桥梁和纽带。     

东南亚华人企业集团对香港直接投资研究

香港一直在东南亚华人企业集团的对外投资格局中占据特殊的战略地位．东南亚华人企业集团在港投资呈现3大特征，即投资额和投资规模快速增长，投资行业以金融、酒店和房地产为主，拓展海外投资的据点．近年来，东南亚华人企业集团在港投资处于战略重组期，主要表现在：大幅收缩非核心业务；积极向高科技产业进军，继续加强香港作为海外投资据点的地位。     

关于塑造我国当前青少年主流价值观的新思考

我国社会主义社会的主流价值观,引导着整个社会的价值取向。青少年是祖国的未来,主流价值观建设重在青少年,因此,认真研究青少年道德教育现状及存在问题的原因,有针对性地提出对策建议,加强青少年主流价值观建设具有重要意义。     

“九七”回归时期香港电影的文化认同

以“九七”回归时期香港电影文化认同/身份的认知与定位为出发点,探讨在“九七”香港纷繁复杂的文化语境中,香港电影如何在建构的意义上辨析与体现自身的文化身份。指出,“九七”时期,香港电影通过重新审视自身的文化特征,确立了本土文化品格,重构了极具现代性的中国文化精神。     

Cultural identity in teaching across borders: mainland Chinese pre-service teachers in Hong Kong

This study explores transformations in the cultural identities of a group of pre-service teachers from mainland China during their educational experiences in Hong Kong, and how these transformations subsequently impact their professional identity. Individual and focus group interviews were conducted with 16 cross-border pre-service teachers from a teacher education institution. Findings demonstrate that 1) the participants recast their extant ideologies and cultural beliefs in response to multiple influences in their new context, enabling them to move beyond pre-established teaching values to re-construct their teaching identity; and 2) some participants constructed a bicultural and multilingual identity to gain legitimacy in the host context. The findings indicate that a more supportive context that provides more room for cultural awareness should be co-constructed by local and non-local pre-service teachers, institutions and policy makers. The study extends understanding of the interconnected relations between teacher identity and historical and social discourses.     

浅析中日语表达差异及其文化背景简

语言是文化的载体.日语教师需要把日语语言表达特征和文化背景结合到教学当中,使教学的重点从语言的表面表达转入到语言的深层内涵.可以从语言表达习惯、寒暄语和礼仪文化为出发点进行考察,来引导学生了解中日语言表达差异,增强语言应用能力.     

对英汉亲属、社交称谓差异及其文化背景的研究

由于文化背景不同,中英亲属称谓和社交称谓存在着种种差异。它们属于不同的称谓体系,具有不同的称谓习惯和泛化现象,更蕴含了不同的文化习俗。对英汉亲属、社交称谓差异及其文化背景作进一步研究,可以探询其背后的文化因素并促进我们的跨文化交际活动。     

后回归香港：文化裂隙、文化认同与弥合

回归后的香港文化面临着新的文化语境，内地和香港在文化对话中存在着裂隙，两地文化需要进行认同努力，只有首先正视内地和香港在文化与意识形态领域的差异，才能在业已建立的良好互信基础之上更加主动地推动双向互动对话机制，以利于真正的沟通与理解，并有助于当代中华文化的发展。     

Personal and Social Education and Teacher Development in Hong Kong

This paper looks at the developmental needs of teachers in relation to facilitating the personal and social development of students. It goes on to describe a module, 'Personal and Social Education', offered to all pre-service teachers in the Hong Kong Institute of Education which aims at equipping trainee teachers to carry out the guidance role of a teacher in the context of Hong Kong, particularly in the role of a class teacher. It concludes with the results of a survey seeking the views of these trainees on the module they had undertaken.     

Personal and Social Education and Teacher Development in Hong Kong

This paper looks at the developmental needs of teachers in relation to facilitating the personal and social development of students. It goes on to describe a module, ‘Personal and Social Education’, offered to all pre-service teachers in the Hong Kong Institute of Education which aims at equipping trainee teachers to carry out the guidance role of a teacher in the context of Hong Kong, particularly in the role of a class teacher. It concludes with the results of a survey seeking the views of these trainees on the module they had undertaken.     

Cultural Variability in Parent and Child Achievement Attributions: A study from Hong Kong

The primary aim of the present study was to investigate whether variations exist in child and parent attributions in predicting child academic achievement within a culture and between cultures. Participants were 158 students and their parents from three different primary schools in Hong Kong, including one British international school consisting of students who are predominantly from a British background and two Chinese public schools each with a distinct SES profile. This paper extends the findings of previous research whereby Western parents attribute their child’s success to ability and Chinese parents attribute their child’s success to effort. Additionally, this study found that the Chinese children’s attributions differed according to the SES catchments of their schools; children from higher SES were inclined to attribute success to effort. The results are discussed in terms of parent and child attributions’ prediction of child’s academic achievement within Hong Kong’s family demographic.