Mark Shiu‐kee Shum
Biographic Data
| ID | 5706281 |
|---|---|
| NAME | Mark Shiu‐kee Shum |
| GIVEN NAMES | Mark Shiu‐kee |
| FAMILY NAME | Shum |
| SIGNATURE | SHUM M S K |
| AFFILIATIONS | University of Hong Kong |
| VERIFIED | No |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 5 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2009 |
| LATEST PUBLICATION YEAR | 2018 |
| H-INDEX | 1 |
Using ‘Reading to Learn’ (R2L) pedagogy to teach discussion genre to non-Chinese-speaking students in Hong Kong
Non-Chinese-speaking (NCS) South Asian students, as ethnic minority group in Hong Kong, are the main disadvantaged social cohort in Chinese language learning. It has been a challenge for L1 Chinese teachers to conduct L2 Chinese teaching to NCS students with diversified native languages and socio-cultural backgrounds. ‘Reading to Learn, Learning to Write’ (R2L) pedagogy has proven effective in L2 English teaching to aboriginal students in Austral…
Unlocking the racialized and gendered educational experiences of South Asian females in Hong Kong
Educating South Asians with different language and cultural backgrounds and integrating them into mainstream society have been a challenge for the educational system of Hong Kong. This study documents the educational experiences of a group of Pakistani girls in the contexts of home, community, and school in Hong Kong. Using ethnographic methods, data collection is based on interviews evoking their life stories. These stories recount how Pakistani…
Classroom discourse analysis and educational outcomes in the era of education reform
Background In the era of education reform when new teaching approaches are being advocated, it is important to investigate how different classroom discourse patterns are related to different educational outcomes. Aim The purpose of the study was to analyse the whole classroom discourse of two teacher interns' writing classes. It was conducted against a background of education reform in which teachers were being encouraged to make major changes in…
Unlocking the racialized and gendered educational experiences of South Asian females in Hong Kong
Educating South Asians with different language and cultural backgrounds and integrating them into mainstream society have been a challenge for the educational system of Hong Kong. This study documents the educational experiences of a group of Pakistani girls in the contexts of home, community, and school in Hong Kong. Using ethnographic methods, data collection is based on interviews evoking their life stories. These stories recount how Pakistani…
Classroom discourse analysis and educational outcomes in the era of education reform
Background In the era of education reform when new teaching approaches are being advocated, it is important to investigate how different classroom discourse patterns are related to different educational outcomes. Aim The purpose of the study was to analyse the whole classroom discourse of two teacher interns' writing classes. It was conducted against a background of education reform in which teachers were being encouraged to make major changes in…
Unlocking the racialized and gendered educational experiences of South Asian females in Hong Kong
Educating South Asians with different language and cultural backgrounds and integrating them into mainstream society have been a challenge for the educational system of Hong Kong. This study documents the educational experiences of a group of Pakistani girls in the contexts of home, community, and school in Hong Kong. Using ethnographic methods, data collection is based on interviews evoking their life stories. These stories recount how Pakistani…
Using ‘Reading to Learn’ (R2L) pedagogy to teach discussion genre to non-Chinese-speaking students in Hong Kong
Non-Chinese-speaking (NCS) South Asian students, as ethnic minority group in Hong Kong, are the main disadvantaged social cohort in Chinese language learning. It has been a challenge for L1 Chinese teachers to conduct L2 Chinese teaching to NCS students with diversified native languages and socio-cultural backgrounds. ‘Reading to Learn, Learning to Write’ (R2L) pedagogy has proven effective in L2 English teaching to aboriginal students in Austral…
Disadvantaged (2 works) · EFL/ESL Teaching and Learning (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Multilingual Education and Policy (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Anthropology (1 works) · Developmental psychology (1 works)