619 research outputs found
We Were Street Smart - Interview with Bob Adamson
No full textBob recalls his experiences growing up in the West End and seeing a number of significant changes over the years as the area developed from single family housing to rooming houses and high-rise apartments
Exploring and Playing in the Magic Square Mile - Interview with Bob Adamson:
No full textBob describes the fun he and his friends had living on the sands of English Bay, exploring the trails of Stanley Park, learning to golf and swim and waiting for the nine o'clock gun to go off
Pedagogical aftermath of a politically driven medium of instruction (MOI) policy
No full textIn January 2014, the Hong Kong Institute of Education (HKIEd) approved a new language policy that marked a major shift in MOI practices. Approximately 80% of undergraduate courses were to be delivered through English as the medium of instruction (EMI), a reversal of the previous that allocated 20% to EMI and 80% to Chinese. The overall goal was to foster functional trilingualism in English, Cantonese and Mandarin to different levels of competence according to the circumstances of different students. It was envisaged that classes might be conducted with the judicious use of multilingual pedagogical strategies such as translanguaging. The new language policy caused some unease among staff and students, who feared that using EMI might inhibit learning or who were unsure how to prepare for and deliver classes through EMI or multilingual channels. This paper traces the genesis and development of the language policy, describes the support system created including a resource package (which was prepared by the presenters of this paper) and their rationale, and analyses subsequent feedback from colleagues as they sought to shift to a predominantly EMI mode. The paper captures the struggling learning processes that an institute and people therein go through when language policies are initiated politically rather than educationally (Kan & Adamson, 2016), without sufficient preparation for student- and system-readiness. It also shares a framework which helps prepare for a new MOI policy (Choi, 2018). Copyright © 2019 15th BAAL Language Learning and Teaching in Different Contexts Special Interest Group
Gordon House - Interview with Bob Adamson
No full textIn October 1942, the old Crofton House School becomes Gordon House; an important hang out and refuge for West End kids. What we would do in the evenings, we’d go to Gordon House where there was sports, there was boxing, there was basketball, there was arts and crafts, painting; that sort of thing
Poly vs. Adamson High School
No full textWendell King, 215-pound tackle, grabs an ankle to bring down Roy McGregor of Adamson on a punt return in the first quarter of the game at Farrington Field. In background is Poly\u27s Bob Baldwin (77). Published in Fort Worth Star-Telegram morning edition September 20, 1952https://mavmatrix.uta.edu/specialcollections_startelegram1950s/21725/thumbnail.jp
A Day in Coal Harbour - Interview with Bob Adamson
No full textThere was plenty of entertainment for kids when they ventured to Coal Harbour
Enacted signature pedagogy and becoming an academic: The case of an applied linguistics doctoral programme
No full textThe proposal by Shulman and his colleagues to identify the signature pedagogy of EdD degrees has led many researchers to engage in identifying the signature pedagogy of doctoral programmes of varied disciplines. Most research, however, focuses on the pedagogy in plan, leaving a research gap on implemented signature pedagogy. This paper contributes to filling the gap by analysing a PhD programme as implemented using a “successful” Applied Linguistics programme as a case. Analysing the shared, implemented pedagogy in a weekly research seminar series and PhD supervision, this paper makes a unique contribution of capturing the signature pedagogy, in particular, the subtle and intangible processes, which a doctoral programme uses to guide its peripheral members to become fully-fledged academics.自舒爾曼教授及其團隊提出標誌性教學法(the signature pedagogy )以來，這一方法被廣泛應用在諸多學科的博士培養中，相關研究也日益增多，但大都集中在對這一方法的教學應用的探索上，相比之下，對標誌性教學法應用成效的研究相對不足。本文以應用語言學專業博士培養為個案，分析了標誌性教學在博士生每周科研例會中的應用，探究了這一方法在博士生從初級科研者成長為成熟的研究人員過程中複雜、隱性的建構作用。Copyright © 2020 中國社會科學出版社
The extracurriculum in an input-poor environment
No full textThis paper reports on the experiences of an extracurricular program in English language learning (ELL) that was implemented in an institute of technology in the hinterland of the People's Republic of China (PRC). Following the guidelines set out in an impact study of the reform of curriculum change in Hong Kong (Adamson & Morris, 2000), this study takes account of the context of the particular socio-cultural and political environment in which the research program takes place. Three distinct phases emerged in the career of the extracurricular program - the establishment of the program; successful implementation; and the decline. The study identifies three key factors that shaped these phases: teacher motivation; student motivation and its various influences; and available resources (including collegial and administrative support). The findings suggest that of the key factors impacting on the ELL extracurriculum, student motivation was the most influential
Toward an effective transition to adopting English as the medium of instruction: A case from Hong Kong
No full textMany tertiary educational institutes are adopting English as the medium of instruction (MOI) globally. In 2014, a publicly funded university in Hong Kong introduced a new language policy that marked a major shift in practice by switching the main MOI to English from Classical Written Chinese and spoken Cantonese, the predominant local language. The new policy caused some anxiety among staff and students as to how the change might be implemented effectively.This chapter analyzes this transitional process through a case study including surveys and interviews. After the introduction of the context in terms of the language-in-education policies and other changes, the case study findings are presented in terms of the perceptions of the reforms and challenges experienced by the staff and students. It then reports how these challenges were addressed through different support measures with some success, and the principles pinning down those initiatives. It also analyzes how the reform created impacts in unintended areas, such as potential mission drift. It concludes with a reiteration of the evolutionary nature of MOI and other educational reforms, and some suggestions on planning and managing those reforms to minimize the reform costs. Copyright © 2021 selection and editorial matter, Lily I-wen Su, Hintat Cheung, and Jessica R. W. Wu; individual chapters, the contributors
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