Amy Β M Tsui
Biographic Data
| ID | 3469541 |
|---|---|
| NAME | Amy Β M Tsui |
| GIVEN NAMES | Amy Β M |
| FAMILY NAME | Tsui |
| SIGNATURE | TSUI A Β M |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0001-6206-2336 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 231 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 7 |
Michael Halliday
It is a huge honour and an immense privilege to contribute to this special issue on Michael Halliday’s hitherto unpublished work, “Exploring the ‘language’ part of language education”, not least because the paper was conceptualised in response to what he had observed over a period of three years (1997–2000) as External Examiner for the B.Ed. (Language Education) programme from 1997–2000 at my university – the University of Hong Kong. In this shor…
The gold standard for the teaching profession
Language Policy and the Construction of National Cultural Identity
In this chapter, the authors examine three components of language policy: language planning or management, language ideology, and language practices. In both Hong Kong and Brunei, histories have been constructed and reconstructed to serve political ends, and language policies have been integral parts of the sociopolitical processes. The authors explore the relationship between language policy and national cultural identity through examining the i…
Language Policy and the Construction of Identity
This chapter explores the role of language policy in the social construction and reconstruction of cultural identity by examining the case of Hong Kong in the colonial and postcolonial eras. The emergence of a local identity was not solely due to the factors suggested previously, which seemed to have little to do with the colonial government. The oppressive colonial rule from the beginning of colonization to the late 1960s could be characterized …
Language Policy, Culture, and Identity in Asian Contexts
Issues in Language Policy, Culture, and Identity
This conclusion present some closing thoughts on the concepts covered in the preceding chapters of this book. The book shows that identity can no longer be regarded as a characteristic that individuals gain through birth, something stable and consistent throughout one's life. Essentialist notions of fixed identity assume relatively straightforward relationships between language varieties and identities. The book examines, in a number of Asian cou…
Ethnography and classroom discourse
Classroom discourse research has always been central to educational research. As Cazden (2001) pointed out, the basic purpose of schools is achieved through communication. By studying discursive activities in the classroom, researchers gain insights into the complex and dynamic relationships between discourse, social practices, and learning. An ethnographic approach to L1 (first language) classroom discourse studies was first adopted in the 1960s…
An examination of class size reduction on teaching and learning processes
The question of how class size impacts on student learning has been debated for some time, not least because it has substantial financial implications for educational policy. The strength of this debate notwithstanding, results from numerous international studies have been inconclusive. The study from which this paper stems sought to conceptualise the effects of class size on teaching and learning processes, an under‐researched area in this field…
Cultural Contexts and Situated Possibilities in the Teaching of Second Language Writing
Premised on the conception of teacher knowledge as situated and the agency of the teacher in perceiving and exploiting "situated possibilities" in the classroom, this article argues that it is important for teachers to construct local understanding of their work embedded in the local cultural traditions and to explore possibilities for student learning in the context of constraints. The authors report on an investigation of the pedagogical strate…
Ahh ((laugh)) well there is no comparison between the two I think
Linguistic Paradoxes and Cultural Domination
Spring (this volume) provides an interesting account of the global flow of education ideas and how it has always been largely motivated by a fear of the “other”. In the past, fear of western imperialism had caused Asian countries to westernize their school systems and open their doors to American progressive education. Similarly, fear of the rise of Asian countries had also caused western countries to take Asian models of education seriously. The…
Complexities of Identity Formation
This article explores teachers' identity formation through a narrative inquiry of the professional identity of an EFL teacher, Minfang, in the People's Republic of China. Drawing on Wenger's (1998) social theory of identity formation as a dual process of identification and negotiation of meanings, it examines the lived experience of Minfang as an EFL learner and EFL teacher throughout his 6 years of teaching, the processes that were involved as h…
Learning as boundary-crossing in school–university partnership
ESL Teachers' Questions and Corpus Evidence
In the last ten years, more and more attention has been paid to the importance of raising the language awareness of language teachers. This is an area in which corpus linguistics has a unique contribution to make. With the help of a concordancer, linguistic features that may be overlooked can be made salient and intertextual information that is implicit in a single text can be made explicit. This paper reports on a study of how corpus evidence wa…
Classroom Discourse and the Space of Learning
Classroom Discourse and the Space of Learning is about learning in schools and the central role of language in learning. The investigations of learning it reports are based on two premises: First, whatever you are trying to learn, there are certain necessary conditions for succeeding--although you cannot be sure that learning will take place when those conditions are met, you can be sure that no learning will occur if they are not. The limits of …
Gender and conversational dominance in Japanese conversation
A number of studies have been conducted on “dominance” as reflected in spoken interactional features, most of which deal with English. Many of these studies adopt a quantitative approach, examining the amount and distribution of interactional features such as amount of talk, interruptions and overlaps, turn-taking, questions, and topic initiations, and they have drawn conclusions on “dominance” accordingly. The present study explores gender domin…
Understanding Expertise in Teaching
The author clarifies the nature of expertise in language teaching, its development, and how teachers employ it. This book is the first detailed study of what expertise in language teaching consists of and how it develops in language teachers. Exploring the classroom practices of her subjects in four illuminating case studies, Tsui succeeds in clarifying the nature of expertise in language teaching, the factors that shape and influence its develop…
Do Secondary L2 Writers Benefit from Peer Comments?
The discourse and attitudes of English language teachers in Hong Kong
This paper suggests that Hong Kong English, insofar as it varies from Standard English, has not achieved wide acceptance in the community. The paper approaches this by investigating the attitudes of Hong Kong's English language teachers. Over a thousand messages on language issues to a computer network for English teachers were analysed, in terms of their discourse and the sources of authority the teachers referred to in support of their views on…
Which Agenda? Medium of Instruction Policy in Post-1997 Hong Kong
The mandatory use of mother tongue education in Hong Kong after 1997 met strong objections from the local community. While the government put forward a comprehensive educational agenda to justify the implementation of the policy, this paper raises the question of whether the change in language policy was mainly driven by an educational agenda, or whether there were other underlying agendas. To address the question, the history of the medium of in…
Teachers' grammar on the electronic highway
Enhancing teacher development through TeleNex — A computer network for English language teachers
English in Asian Bilingual Education
Explores parts of the phenomenon of the support for, and hostility toward, the use of English in education in Asian bilingual systems. The article then sketches an educational alternative capable of making the language a shared resource for all its stakeholders. Tsui's response addresses the question of whether educational solutions are capable of resolving language conflicts or not
Sequencing rules and coherence in discourse
Systemic choices and discourse processes
Complexities of Identity Formation
This article explores teachers' identity formation through a narrative inquiry of the professional identity of an EFL teacher, Minfang, in the People's Republic of China. Drawing on Wenger's (1998) social theory of identity formation as a dual process of identification and negotiation of meanings, it examines the lived experience of Minfang as an EFL learner and EFL teacher throughout his 6 years of teaching, the processes that were involved as h…
Language Policy, Culture, and Identity in Asian Contexts
Learning as boundary-crossing in school–university partnership
The discourse and attitudes of English language teachers in Hong Kong
This paper suggests that Hong Kong English, insofar as it varies from Standard English, has not achieved wide acceptance in the community. The paper approaches this by investigating the attitudes of Hong Kong's English language teachers. Over a thousand messages on language issues to a computer network for English teachers were analysed, in terms of their discourse and the sources of authority the teachers referred to in support of their views on…
Ahh ((laugh)) well there is no comparison between the two I think
Beyond the adjacency pair
This article examines the descriptive power of theadjacency pairas a basic unit of conversational organization. It applies the notion to the analysis of conversational data and points out that there are utterances which are important contributions to the conversation and yet for which the notion fails to account. They are utterances which are not the component parts of an adjacency pair and yet form a bounded unit with it. This raises the questio…
Gender and conversational dominance in Japanese conversation
A number of studies have been conducted on “dominance” as reflected in spoken interactional features, most of which deal with English. Many of these studies adopt a quantitative approach, examining the amount and distribution of interactional features such as amount of talk, interruptions and overlaps, turn-taking, questions, and topic initiations, and they have drawn conclusions on “dominance” accordingly. The present study explores gender domin…
Which Agenda? Medium of Instruction Policy in Post-1997 Hong Kong
The mandatory use of mother tongue education in Hong Kong after 1997 met strong objections from the local community. While the government put forward a comprehensive educational agenda to justify the implementation of the policy, this paper raises the question of whether the change in language policy was mainly driven by an educational agenda, or whether there were other underlying agendas. To address the question, the history of the medium of in…
Cultural Contexts and Situated Possibilities in the Teaching of Second Language Writing
Premised on the conception of teacher knowledge as situated and the agency of the teacher in perceiving and exploiting "situated possibilities" in the classroom, this article argues that it is important for teachers to construct local understanding of their work embedded in the local cultural traditions and to explore possibilities for student learning in the context of constraints. The authors report on an investigation of the pedagogical strate…
Sequencing rules and coherence in discourse
Aspects of the classification of illocutionary acts and the notion of the perlocutionary act
ESL Teachers' Questions and Corpus Evidence
In the last ten years, more and more attention has been paid to the importance of raising the language awareness of language teachers. This is an area in which corpus linguistics has a unique contribution to make. With the help of a concordancer, linguistic features that may be overlooked can be made salient and intertextual information that is implicit in a single text can be made explicit. This paper reports on a study of how corpus evidence wa…
Enhancing teacher development through TeleNex — A computer network for English language teachers
Systemic choices and discourse processes
Aspects of the classification of illocutionary acts and the notion of the perlocutionary act
Systemic choices and discourse processes
Beyond the adjacency pair
This article examines the descriptive power of theadjacency pairas a basic unit of conversational organization. It applies the notion to the analysis of conversational data and points out that there are utterances which are important contributions to the conversation and yet for which the notion fails to account. They are utterances which are not the component parts of an adjacency pair and yet form a bounded unit with it. This raises the questio…
Sequencing rules and coherence in discourse
Enhancing teacher development through TeleNex — A computer network for English language teachers
English in Asian Bilingual Education
Explores parts of the phenomenon of the support for, and hostility toward, the use of English in education in Asian bilingual systems. The article then sketches an educational alternative capable of making the language a shared resource for all its stakeholders. Tsui's response addresses the question of whether educational solutions are capable of resolving language conflicts or not
Teachers' grammar on the electronic highway
Which Agenda? Medium of Instruction Policy in Post-1997 Hong Kong
The mandatory use of mother tongue education in Hong Kong after 1997 met strong objections from the local community. While the government put forward a comprehensive educational agenda to justify the implementation of the policy, this paper raises the question of whether the change in language policy was mainly driven by an educational agenda, or whether there were other underlying agendas. To address the question, the history of the medium of in…
Do Secondary L2 Writers Benefit from Peer Comments?
The discourse and attitudes of English language teachers in Hong Kong
This paper suggests that Hong Kong English, insofar as it varies from Standard English, has not achieved wide acceptance in the community. The paper approaches this by investigating the attitudes of Hong Kong's English language teachers. Over a thousand messages on language issues to a computer network for English teachers were analysed, in terms of their discourse and the sources of authority the teachers referred to in support of their views on…
Understanding Expertise in Teaching
The author clarifies the nature of expertise in language teaching, its development, and how teachers employ it. This book is the first detailed study of what expertise in language teaching consists of and how it develops in language teachers. Exploring the classroom practices of her subjects in four illuminating case studies, Tsui succeeds in clarifying the nature of expertise in language teaching, the factors that shape and influence its develop…
Classroom Discourse and the Space of Learning
Classroom Discourse and the Space of Learning is about learning in schools and the central role of language in learning. The investigations of learning it reports are based on two premises: First, whatever you are trying to learn, there are certain necessary conditions for succeeding--although you cannot be sure that learning will take place when those conditions are met, you can be sure that no learning will occur if they are not. The limits of …
Gender and conversational dominance in Japanese conversation
A number of studies have been conducted on “dominance” as reflected in spoken interactional features, most of which deal with English. Many of these studies adopt a quantitative approach, examining the amount and distribution of interactional features such as amount of talk, interruptions and overlaps, turn-taking, questions, and topic initiations, and they have drawn conclusions on “dominance” accordingly. The present study explores gender domin…
ESL Teachers' Questions and Corpus Evidence
In the last ten years, more and more attention has been paid to the importance of raising the language awareness of language teachers. This is an area in which corpus linguistics has a unique contribution to make. With the help of a concordancer, linguistic features that may be overlooked can be made salient and intertextual information that is implicit in a single text can be made explicit. This paper reports on a study of how corpus evidence wa…
Learning as boundary-crossing in school–university partnership
Linguistic Paradoxes and Cultural Domination
Spring (this volume) provides an interesting account of the global flow of education ideas and how it has always been largely motivated by a fear of the “other”. In the past, fear of western imperialism had caused Asian countries to westernize their school systems and open their doors to American progressive education. Similarly, fear of the rise of Asian countries had also caused western countries to take Asian models of education seriously. The…
Complexities of Identity Formation
This article explores teachers' identity formation through a narrative inquiry of the professional identity of an EFL teacher, Minfang, in the People's Republic of China. Drawing on Wenger's (1998) social theory of identity formation as a dual process of identification and negotiation of meanings, it examines the lived experience of Minfang as an EFL learner and EFL teacher throughout his 6 years of teaching, the processes that were involved as h…
Ahh ((laugh)) well there is no comparison between the two I think
Cultural Contexts and Situated Possibilities in the Teaching of Second Language Writing
Premised on the conception of teacher knowledge as situated and the agency of the teacher in perceiving and exploiting "situated possibilities" in the classroom, this article argues that it is important for teachers to construct local understanding of their work embedded in the local cultural traditions and to explore possibilities for student learning in the context of constraints. The authors report on an investigation of the pedagogical strate…
Ethnography and classroom discourse
Classroom discourse research has always been central to educational research. As Cazden (2001) pointed out, the basic purpose of schools is achieved through communication. By studying discursive activities in the classroom, researchers gain insights into the complex and dynamic relationships between discourse, social practices, and learning. An ethnographic approach to L1 (first language) classroom discourse studies was first adopted in the 1960s…
An examination of class size reduction on teaching and learning processes
The question of how class size impacts on student learning has been debated for some time, not least because it has substantial financial implications for educational policy. The strength of this debate notwithstanding, results from numerous international studies have been inconclusive. The study from which this paper stems sought to conceptualise the effects of class size on teaching and learning processes, an under‐researched area in this field…
Language Policy and the Construction of National Cultural Identity
In this chapter, the authors examine three components of language policy: language planning or management, language ideology, and language practices. In both Hong Kong and Brunei, histories have been constructed and reconstructed to serve political ends, and language policies have been integral parts of the sociopolitical processes. The authors explore the relationship between language policy and national cultural identity through examining the i…
Language Policy and the Construction of Identity
This chapter explores the role of language policy in the social construction and reconstruction of cultural identity by examining the case of Hong Kong in the colonial and postcolonial eras. The emergence of a local identity was not solely due to the factors suggested previously, which seemed to have little to do with the colonial government. The oppressive colonial rule from the beginning of colonization to the late 1960s could be characterized …
Language Policy, Culture, and Identity in Asian Contexts
Issues in Language Policy, Culture, and Identity
This conclusion present some closing thoughts on the concepts covered in the preceding chapters of this book. The book shows that identity can no longer be regarded as a characteristic that individuals gain through birth, something stable and consistent throughout one's life. Essentialist notions of fixed identity assume relatively straightforward relationships between language varieties and identities. The book examines, in a number of Asian cou…
Linguistics (19 works) · Sociology (18 works) · Psychology (16 works) · Philosophy (12 works) · Political science (12 works) · Computer Science (11 works) · Multilingual Education and Policy (11 works) · Pedagogy (11 works) · Mathematics education (10 works) · Discourse Analysis in Language Studies (6 works)