Jim Yee Him Chan
Biographic Data
| ID | 6175474 |
|---|---|
| NAME | Jim Yee Him Chan |
| GIVEN NAMES | Jim Yee Him |
| FAMILY NAME | Chan |
| SIGNATURE | CHAN J Y H |
| AFFILIATIONS | Hong Kong Polytechnic University |
| ORCID | 0000-0003-3048-5718 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 53 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
(Re)conceptualising the teaching of English and Chinese as pluricentric languages: A Hong Kong stakeholders’ perspective
English and Putonghua varieties in Hong Kong: Language attitudes and identity
English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence
The use of English in international communication has focused scholarly attention on L2 learners’ development of interactional competence (IC), that is, the ability to co‐construct interactions purposefully and meaningfully in specific contexts. Under Hong Kong's bilingual education policy, students mainly learn and speak English in two classroom contexts: (1) English language and (2) English‐medium‐instruction (EMI) content‐area subject lessons,…
Bridging the gap between ELF and L2 learners’ use of communication strategies: Rethinking current L2 assessment and teaching practices
Towards English as an international language: The evolving ELT curricula and textbooks in Hong Kong
This study sought to investigate the impact of world Englishes (WE) and English as a lingua franca (ELF) research on Hong Kong's ELT curricula and textbooks over the past four decades in three areas: (1) language standards, norms and models; (2) language and intercultural awareness; and (3) strategies for international communication. Based on qualitative and quantitative content analysis, the findings suggest that WE/ELF research has influenced H…
The choice of English pronunciation goals: Different views, experiences and concerns of students, teachers and professionals
This study examined the choice of English pronunciation goals by Hong Kong’s major stakeholders (i.e. professionals, teachers and students) via semi-structured individual/focus group interviews. 146 participants reported on their English use experience and explained their choice among three targets, namely a native speaker (NS) target, an educated local target and a target focusing on intelligibility. The findings revealed the participants’ diffe…
Gender and attitudes towards English varieties: Implications for teaching English as a global language
Attitudes and identities in learning English and Chinese as a lingua franca: A bilingual learners’ perspective
With increasing global demand for English and Chinese language education, the existence of linguistic variation in (and varieties of) both languages has focused scholarly attention on the choice of language standards, norms and models. Using in-depth focus group interviews, this study compared bilingual learners’ choice of English and Putonghua learning targets and examined their language attitudes and identities in relation to these two ‘big’ la…
Stakeholders’ perceptions of language variation, English language teaching and language use: The case of Hong Kong
This study examines Hong Kong major stakeholders’ (secondary students, university students, teachers and professionals) perceptions of language variation, English language teaching (ELT) and language use in their everyday communication via a large-scale questionnaire survey (N = 1893). Based on principal components analysis of the questionnaire statements, 10 factors were identified that corresponded with the stakeholders’ knowledge and recogniti…
A Multi‐perspective Investigation of Attitudes Towards English Accents in Hong Kong: Implications for Pronunciation Teaching
The study reported in this article examined Hong Kong students' attitudes towards English accents from three interrelated perspectives: (1) their awareness of accents, (2) their perception of accents in relation to the dimensions of status and solidarity, and (3) their choice of accents in various local language‐using contexts. By means of the verbal‐guise technique, it explored the issue from multiple perspectives by comparing the attitudes amon…
Contextualising a pedagogical model for English-language education in Hong Kong
A major controversy in the fields of World Englishes (WE) and English as a lingua franca (ELF) has been the application of exonormative Inner Circle norms to ELT classrooms in diverse multilingual societies. This article seeks to examine the suitability of adopting a WE and/or an ELF-oriented pedagogical model, as well as the corresponding research findings, in Hong Kong's ELT classroom. More specifically, the study investigated the use of Englis…
Contextual variation and Hong Kong English
One of the decisive factors in Schneider's innovative Dynamic Model for the transition from phase 3 (nativisation) to phase 4 (endonormative stabilisation) for the case of Hong Kong English (HKE) is the parameter of local acceptance. This paper examines the attitudes of young professionals towards native vis‐à‐vis non‐native English accents in a number of English‐speaking contexts in Hong Kong by means of the verbal‐guise technique, focus group d…
Exposure to accents and pronunciation modelling: A case study of a secondary school in H ong K ong
This study seeks to explore the controversial issue of pronunciation modelling in the secondary classroom in association with the medium‐of‐instruction ( MOI ) policy in H ong K ong. The investigation centres on two dimensions: (1) students' exposure to E nglish accents throughout their weekly school timetable by means of a data log sheet and (2) the phonological differences between the speech of local subject and E nglish language teachers. The …
A week in the life of a ‘finely tuned’ secondary school in Hong Kong
The 2010/2011 academic year marked an important turning point in the development of Hong Kong's medium-of-instruction (MOI) policy as it offered secondary schools greater autonomy in determining their MOI policy. This paper examines the implementation of the new fine-tuning MOI policy in a representative secondary school. It compares its school-based language policy with students' (Years 7, 8 and 10) self-reported data about their actual use of E…
A Multi‐perspective Investigation of Attitudes Towards English Accents in Hong Kong: Implications for Pronunciation Teaching
The study reported in this article examined Hong Kong students' attitudes towards English accents from three interrelated perspectives: (1) their awareness of accents, (2) their perception of accents in relation to the dimensions of status and solidarity, and (3) their choice of accents in various local language‐using contexts. By means of the verbal‐guise technique, it explored the issue from multiple perspectives by comparing the attitudes amon…
Gender and attitudes towards English varieties: Implications for teaching English as a global language
Contextual variation and Hong Kong English
One of the decisive factors in Schneider's innovative Dynamic Model for the transition from phase 3 (nativisation) to phase 4 (endonormative stabilisation) for the case of Hong Kong English (HKE) is the parameter of local acceptance. This paper examines the attitudes of young professionals towards native vis‐à‐vis non‐native English accents in a number of English‐speaking contexts in Hong Kong by means of the verbal‐guise technique, focus group d…
English and Putonghua varieties in Hong Kong: Language attitudes and identity
Towards English as an international language: The evolving ELT curricula and textbooks in Hong Kong
This study sought to investigate the impact of world Englishes (WE) and English as a lingua franca (ELF) research on Hong Kong's ELT curricula and textbooks over the past four decades in three areas: (1) language standards, norms and models; (2) language and intercultural awareness; and (3) strategies for international communication. Based on qualitative and quantitative content analysis, the findings suggest that WE/ELF research has influenced H…
Stakeholders’ perceptions of language variation, English language teaching and language use: The case of Hong Kong
This study examines Hong Kong major stakeholders’ (secondary students, university students, teachers and professionals) perceptions of language variation, English language teaching (ELT) and language use in their everyday communication via a large-scale questionnaire survey (N = 1893). Based on principal components analysis of the questionnaire statements, 10 factors were identified that corresponded with the stakeholders’ knowledge and recogniti…
Exposure to accents and pronunciation modelling: A case study of a secondary school in H ong K ong
This study seeks to explore the controversial issue of pronunciation modelling in the secondary classroom in association with the medium‐of‐instruction ( MOI ) policy in H ong K ong. The investigation centres on two dimensions: (1) students' exposure to E nglish accents throughout their weekly school timetable by means of a data log sheet and (2) the phonological differences between the speech of local subject and E nglish language teachers. The …
English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence
The use of English in international communication has focused scholarly attention on L2 learners’ development of interactional competence (IC), that is, the ability to co‐construct interactions purposefully and meaningfully in specific contexts. Under Hong Kong's bilingual education policy, students mainly learn and speak English in two classroom contexts: (1) English language and (2) English‐medium‐instruction (EMI) content‐area subject lessons,…
Bridging the gap between ELF and L2 learners’ use of communication strategies: Rethinking current L2 assessment and teaching practices
Attitudes and identities in learning English and Chinese as a lingua franca: A bilingual learners’ perspective
With increasing global demand for English and Chinese language education, the existence of linguistic variation in (and varieties of) both languages has focused scholarly attention on the choice of language standards, norms and models. Using in-depth focus group interviews, this study compared bilingual learners’ choice of English and Putonghua learning targets and examined their language attitudes and identities in relation to these two ‘big’ la…
Contextualising a pedagogical model for English-language education in Hong Kong
A major controversy in the fields of World Englishes (WE) and English as a lingua franca (ELF) has been the application of exonormative Inner Circle norms to ELT classrooms in diverse multilingual societies. This article seeks to examine the suitability of adopting a WE and/or an ELF-oriented pedagogical model, as well as the corresponding research findings, in Hong Kong's ELT classroom. More specifically, the study investigated the use of Englis…
A week in the life of a ‘finely tuned’ secondary school in Hong Kong
The 2010/2011 academic year marked an important turning point in the development of Hong Kong's medium-of-instruction (MOI) policy as it offered secondary schools greater autonomy in determining their MOI policy. This paper examines the implementation of the new fine-tuning MOI policy in a representative secondary school. It compares its school-based language policy with students' (Years 7, 8 and 10) self-reported data about their actual use of E…
Contextual variation and Hong Kong English
One of the decisive factors in Schneider's innovative Dynamic Model for the transition from phase 3 (nativisation) to phase 4 (endonormative stabilisation) for the case of Hong Kong English (HKE) is the parameter of local acceptance. This paper examines the attitudes of young professionals towards native vis‐à‐vis non‐native English accents in a number of English‐speaking contexts in Hong Kong by means of the verbal‐guise technique, focus group d…
Exposure to accents and pronunciation modelling: A case study of a secondary school in H ong K ong
This study seeks to explore the controversial issue of pronunciation modelling in the secondary classroom in association with the medium‐of‐instruction ( MOI ) policy in H ong K ong. The investigation centres on two dimensions: (1) students' exposure to E nglish accents throughout their weekly school timetable by means of a data log sheet and (2) the phonological differences between the speech of local subject and E nglish language teachers. The …
A week in the life of a ‘finely tuned’ secondary school in Hong Kong
The 2010/2011 academic year marked an important turning point in the development of Hong Kong's medium-of-instruction (MOI) policy as it offered secondary schools greater autonomy in determining their MOI policy. This paper examines the implementation of the new fine-tuning MOI policy in a representative secondary school. It compares its school-based language policy with students' (Years 7, 8 and 10) self-reported data about their actual use of E…
A Multi‐perspective Investigation of Attitudes Towards English Accents in Hong Kong: Implications for Pronunciation Teaching
The study reported in this article examined Hong Kong students' attitudes towards English accents from three interrelated perspectives: (1) their awareness of accents, (2) their perception of accents in relation to the dimensions of status and solidarity, and (3) their choice of accents in various local language‐using contexts. By means of the verbal‐guise technique, it explored the issue from multiple perspectives by comparing the attitudes amon…
Contextualising a pedagogical model for English-language education in Hong Kong
A major controversy in the fields of World Englishes (WE) and English as a lingua franca (ELF) has been the application of exonormative Inner Circle norms to ELT classrooms in diverse multilingual societies. This article seeks to examine the suitability of adopting a WE and/or an ELF-oriented pedagogical model, as well as the corresponding research findings, in Hong Kong's ELT classroom. More specifically, the study investigated the use of Englis…
Stakeholders’ perceptions of language variation, English language teaching and language use: The case of Hong Kong
This study examines Hong Kong major stakeholders’ (secondary students, university students, teachers and professionals) perceptions of language variation, English language teaching (ELT) and language use in their everyday communication via a large-scale questionnaire survey (N = 1893). Based on principal components analysis of the questionnaire statements, 10 factors were identified that corresponded with the stakeholders’ knowledge and recogniti…
Gender and attitudes towards English varieties: Implications for teaching English as a global language
Attitudes and identities in learning English and Chinese as a lingua franca: A bilingual learners’ perspective
With increasing global demand for English and Chinese language education, the existence of linguistic variation in (and varieties of) both languages has focused scholarly attention on the choice of language standards, norms and models. Using in-depth focus group interviews, this study compared bilingual learners’ choice of English and Putonghua learning targets and examined their language attitudes and identities in relation to these two ‘big’ la…
The choice of English pronunciation goals: Different views, experiences and concerns of students, teachers and professionals
This study examined the choice of English pronunciation goals by Hong Kong’s major stakeholders (i.e. professionals, teachers and students) via semi-structured individual/focus group interviews. 146 participants reported on their English use experience and explained their choice among three targets, namely a native speaker (NS) target, an educated local target and a target focusing on intelligibility. The findings revealed the participants’ diffe…
Towards English as an international language: The evolving ELT curricula and textbooks in Hong Kong
This study sought to investigate the impact of world Englishes (WE) and English as a lingua franca (ELF) research on Hong Kong's ELT curricula and textbooks over the past four decades in three areas: (1) language standards, norms and models; (2) language and intercultural awareness; and (3) strategies for international communication. Based on qualitative and quantitative content analysis, the findings suggest that WE/ELF research has influenced H…
Bridging the gap between ELF and L2 learners’ use of communication strategies: Rethinking current L2 assessment and teaching practices
English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence
The use of English in international communication has focused scholarly attention on L2 learners’ development of interactional competence (IC), that is, the ability to co‐construct interactions purposefully and meaningfully in specific contexts. Under Hong Kong's bilingual education policy, students mainly learn and speak English in two classroom contexts: (1) English language and (2) English‐medium‐instruction (EMI) content‐area subject lessons,…
(Re)conceptualising the teaching of English and Chinese as pluricentric languages: A Hong Kong stakeholders’ perspective
English and Putonghua varieties in Hong Kong: Language attitudes and identity
Multilingual Education and Policy (13 works) · Psychology (12 works) · Linguistics (11 works) · EFL/ESL Teaching and Learning (10 works) · Pedagogy (9 works) · Second Language Learning and Teaching (9 works) · Mathematics education (7 works) · Linguistic Variation and Morphology (6 works) · Sociology (6 works) · World Englishes (6 works)