Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/74317
DC FieldValueLanguage
dc.contributorDepartment of English-
dc.creatorEvans, S-
dc.date.accessioned2018-03-29T07:16:35Z-
dc.date.available2018-03-29T07:16:35Z-
dc.identifier.issn0883-2919-
dc.identifier.urihttp://hdl.handle.net/10397/74317-
dc.language.isoenen_US
dc.publisherWiley-Blackwellen_US
dc.titleEnglish in Hong Kong higher educationen_US
dc.typeJournal/Magazine Articleen_US
dc.identifier.spage2-
dc.identifier.doi10.1111/weng.12238-
dcterms.abstractResearch conducted in the late twentieth century pointed to a gulf in Hong Kong's universities between institutional medium-of-instruction policy, which stipulated the use of English, and lecturers' classroom practices, which often involved the use of Cantonese to present and explain the content of English-language textbooks and teaching materials. This article examines the findings of a study which sought to determine whether the policy-practice divide had widened or narrowed in the past two decades under the pressure of two potentially competing forces: globalisation and decolonisation. The evidence suggests that the policy-practice disjunction may have narrowed significantly in recent years, with most of the participants' teachers evidently making a determined effort to instruct and interact with their students in English in lectures and seminars.-
dcterms.bibliographicCitationWorld Englishes, 2017, p. 2-
dcterms.isPartOfWorld Englishes-
dcterms.issued2017-
dc.identifier.scopus2-s2.0-85017019396-
dc.identifier.eissn1467-971X-
dc.description.validate201802 bcrc-
Appears in Collections:Journal/Magazine Article
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