Jasmine Luk
Biographic Data
| ID | 5998083 |
|---|---|
| NAME | Jasmine Luk |
| GIVEN NAMES | Jasmine |
| FAMILY NAME | Luk |
| SIGNATURE | LUK J |
| AFFILIATIONS | University of Hong Kong |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 46 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1998 |
| LATEST PUBLICATION YEAR | 2016 |
| H-INDEX | 4 |
Examining multiple readings of popular culture by ESL students in Hong Kong
The integration of popular culture into English language learning has recently been formalised in the Hong Kong New Senior Secondary curriculum, with the development of critical reading indicated as one of the key objectives. Whether and how students respond to popular culture texts is, however, under-researched. The present paper reports findings from a study that investigated how a group of 33 senior secondary (Grade 11) students from three sch…
Multimodal composing as a learning activity in English classrooms
Voices Without Words
Critical thinking is believed to be an essential skill for 21st century survival and therefore has been widely promoted in education. In Hong Kong, critical thinking is one of nine generic skills to be developed across all subjects, including English. How students do critical thinking in ESL, which is seldom used outside school and yet holds high social value, has, however, been underresearched. This article is concerned with how some low-English…
I Would Study Harder if I Was a Girl”
Informed by a social and critical turn of reading practices and a poststructuralist paradigm of gender, this study delved into the commonly held belief that reading and language learning is a feminine domain, and examined the connection between the construction of gendered subjectivities and English-as-a-foreign-language (EFL) reading practices among two high-achieving female students and two low-achieving male students in China and Sweden. The n…
Bilingual language play and local creativity in Hong Kong
As a former colony of Britain and now a cosmopolitan city in Asia under the sovereignty of China, Hong Kong has adopted a bilingual policy in education and public administration, with English and Chinese as the two official languages. Much previous research has focused on verbal bilingual practices for social and educational communication. The present paper, however, explores the increasing use of visual bilingual texts at the societal level for …
Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong
An increasingly important curricular aim of teaching English as a foreign language (TEFL) is to develop learners' intercultural competence for communication with people from different cultures through English. English as a foreign language (EFL) teachers' perceptions and practices in relation to integrating culture with English learning have been investigated mainly in Europe and the USA, whereas in Asia, these issues seem to have been less explo…
Assessing teaching practicum reflections
Hong Kong students’ awareness of and reactions to accent differences
This paper reports on a study which investigated a group of Hong Kong English as a Second Language secondary students' awareness of the existence of a localised Hong Kong accent and their reactions to this local accent and Received Pronunciation (RP). It was hypothesised that the subjects would demonstrate greater empathy with the local accent, out of a desire to maintain group solidarity and identity. The results of the study, however, indicate …
Multimodal composing as a learning activity in English classrooms
Bilingual language play and local creativity in Hong Kong
As a former colony of Britain and now a cosmopolitan city in Asia under the sovereignty of China, Hong Kong has adopted a bilingual policy in education and public administration, with English and Chinese as the two official languages. Much previous research has focused on verbal bilingual practices for social and educational communication. The present paper, however, explores the increasing use of visual bilingual texts at the societal level for …
Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong
An increasingly important curricular aim of teaching English as a foreign language (TEFL) is to develop learners' intercultural competence for communication with people from different cultures through English. English as a foreign language (EFL) teachers' perceptions and practices in relation to integrating culture with English learning have been investigated mainly in Europe and the USA, whereas in Asia, these issues seem to have been less explo…
Hong Kong students’ awareness of and reactions to accent differences
This paper reports on a study which investigated a group of Hong Kong English as a Second Language secondary students' awareness of the existence of a localised Hong Kong accent and their reactions to this local accent and Received Pronunciation (RP). It was hypothesised that the subjects would demonstrate greater empathy with the local accent, out of a desire to maintain group solidarity and identity. The results of the study, however, indicate …
Voices Without Words
Critical thinking is believed to be an essential skill for 21st century survival and therefore has been widely promoted in education. In Hong Kong, critical thinking is one of nine generic skills to be developed across all subjects, including English. How students do critical thinking in ESL, which is seldom used outside school and yet holds high social value, has, however, been underresearched. This article is concerned with how some low-English…
I Would Study Harder if I Was a Girl”
Informed by a social and critical turn of reading practices and a poststructuralist paradigm of gender, this study delved into the commonly held belief that reading and language learning is a feminine domain, and examined the connection between the construction of gendered subjectivities and English-as-a-foreign-language (EFL) reading practices among two high-achieving female students and two low-achieving male students in China and Sweden. The n…
Examining multiple readings of popular culture by ESL students in Hong Kong
The integration of popular culture into English language learning has recently been formalised in the Hong Kong New Senior Secondary curriculum, with the development of critical reading indicated as one of the key objectives. Whether and how students respond to popular culture texts is, however, under-researched. The present paper reports findings from a study that investigated how a group of 33 senior secondary (Grade 11) students from three sch…
Assessing teaching practicum reflections
Hong Kong students’ awareness of and reactions to accent differences
This paper reports on a study which investigated a group of Hong Kong English as a Second Language secondary students' awareness of the existence of a localised Hong Kong accent and their reactions to this local accent and Received Pronunciation (RP). It was hypothesised that the subjects would demonstrate greater empathy with the local accent, out of a desire to maintain group solidarity and identity. The results of the study, however, indicate …
Assessing teaching practicum reflections
Teachers’ ambivalence in integrating culture with EFL teaching in Hong Kong
An increasingly important curricular aim of teaching English as a foreign language (TEFL) is to develop learners' intercultural competence for communication with people from different cultures through English. English as a foreign language (EFL) teachers' perceptions and practices in relation to integrating culture with English learning have been investigated mainly in Europe and the USA, whereas in Asia, these issues seem to have been less explo…
Bilingual language play and local creativity in Hong Kong
As a former colony of Britain and now a cosmopolitan city in Asia under the sovereignty of China, Hong Kong has adopted a bilingual policy in education and public administration, with English and Chinese as the two official languages. Much previous research has focused on verbal bilingual practices for social and educational communication. The present paper, however, explores the increasing use of visual bilingual texts at the societal level for …
I Would Study Harder if I Was a Girl”
Informed by a social and critical turn of reading practices and a poststructuralist paradigm of gender, this study delved into the commonly held belief that reading and language learning is a feminine domain, and examined the connection between the construction of gendered subjectivities and English-as-a-foreign-language (EFL) reading practices among two high-achieving female students and two low-achieving male students in China and Sweden. The n…
Voices Without Words
Critical thinking is believed to be an essential skill for 21st century survival and therefore has been widely promoted in education. In Hong Kong, critical thinking is one of nine generic skills to be developed across all subjects, including English. How students do critical thinking in ESL, which is seldom used outside school and yet holds high social value, has, however, been underresearched. This article is concerned with how some low-English…
Examining multiple readings of popular culture by ESL students in Hong Kong
The integration of popular culture into English language learning has recently been formalised in the Hong Kong New Senior Secondary curriculum, with the development of critical reading indicated as one of the key objectives. Whether and how students respond to popular culture texts is, however, under-researched. The present paper reports findings from a study that investigated how a group of 33 senior secondary (Grade 11) students from three sch…
Multimodal composing as a learning activity in English classrooms
Psychology (8 works) · Pedagogy (7 works) · Linguistics (6 works) · Social Psychology (6 works) · Social Psychology (6 works) · Sociology (6 works) · Mathematics education (5 works) · EFL/ESL Teaching and Learning (4 works) · Second Language Learning and Teaching (3 works) · Computer Science (2 works)