Yuen Yi Lo
Biographic Data
| ID | 6175847 |
|---|---|
| NAME | Yuen Yi Lo |
| GIVEN NAMES | Yuen Yi |
| FAMILY NAME | Lo |
| SIGNATURE | LO Y Y |
| AFFILIATIONS | University of Hong Kong |
| ORCID | 0000-0002-0850-5447 |
| VERIFIED | Yes |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 50 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Multimodal literacy in the professional development of bilingual educators
This Special Issue examines bilingual educators’ professional development (PD) in multimodal literacy, a crucial yet underexplored dimension of bilingual and multilingual education. Multimodality, the dynamic interplay of language, image, gesture, and sound among other semiotic resources, has become central to meaning-making in contemporary, technology-rich classrooms. As educational communication increasingly spans multiple modes, teachers must …
Investigating the role of trans-semiotizing in developing a literature review
Developing a literature review (LR) is an essential step in nearly all academic and research work while also one of the most challenging tasks for graduate students and novice researchers. Scholars have proposed using visual tools to facilitate the development of LR. This involves trans-semiotizing – the dynamic process during which students coordinate and integrate languages and visual resources to construct and communicate academic information.…
A journey towards teacher empowerment in differentiated instruction
This article reports a longitudinal case study examining how teachers were empowered to develop their professional capacity to cater for learner diversity through implementing differentiated instruction. Data were collected from multiple sources including lesson co-planning meetings, teacher interviews and lesson observations in a primary school in Hong Kong. The findings suggested a three-stage journey towards teacher empowerment mediated by bot…
Developing the CLIL teacher assessment literacy inventory
Assessment in Content and Language Integrated Learning (CLIL) is complex because students' less proficient language is used to assess students' content knowledge. It is thus crucial for CLIL teachers to develop assessment literacy so that they can design valid assessments to diagnose students' learning progress. Recent attempts have conceptualised the major components of CLIL teacher assessment literacy. With this theoretical foundation, this stu…
Multimodality in CLIL assessment
Content and Language Integrated Learning (CLIL) features the integration of content learning and additional language learning. With the increasing recognition that representation and construction of content knowledge often involve multiple semiotic modes, it follows that the ‘language’ dimension in CLIL should be extended to a multimodal dimension. Researchers have been examining the affordance of multimodal resources in facilitating CLIL instruc…
What constitutes CLIL teacher assessment literacy? Insights from CLIL researchers and teachers
Assessment in Content and Language Integrated Learning (CLIL) programmes is complex due to the mediating role of L2. CLIL teachers need assessment literacy for effective assessment practice. But what constitutes CLIL teacher assessment literacy? This study addresses this important question by investigating researchers’ and teachers’ views of CLIL teacher assessment literacy. Data were collected from individual interviews with 15 CLIL researchers …
Examining the effects of teacher collaboration on student learning in a CLIL classroom
Content and language integrated learning (CLIL) programs impose enormous demands on teachers, who are expected to integrate the two aspects pedagogically. Content and language teachers are thus encouraged to collaborate to help students master content knowledge and develop their additional language (L2) proficiency simultaneously. To reveal whether such teacher collaboration (TC) is beneficial, researchers have also attempted to examine its effec…
Cross-curricular collaboration and teachers’ language awareness in bilingual education
In bilingual education programmes, teachers, particularly content subject teachers, play an important role in helping students master content knowledge and the target language simultaneously. In this regard, teachers’ language awareness, which will affect their pedagogical practices, is crucial. Collaboration between content subject and language teachers is argued to be effective in enhancing teachers’ language awareness and strategies of integra…
Effects of Content and Language Integrated Learning on secondary-level students’ content learning
Exploring language teacher education through researcher-practitioner co-construction of differentiated instruction
From EMI to CLIL
In English-medium instruction (EMI), students learn content knowledge through their additional language. Despite the implicit English learning goals, EMI content subject teachers have been urged to provide more language support for their students. Such expectations may not be something that EMI teachers were professionally prepared for. It is then worth examining how EMI teachers (re)construct their identity when facing such new expectations. Bas…
A critical examination of the interaction between translanguaging pedagogy and students’ beliefs and practices of translanguaging in learning EAP
Conducted in a Chinese university, this study tracked eight students’ changes in their beliefs and practices of translanguaging when developing academic literacies throughout a 14-week English for Academic Purposes (EAP) course, where translanguaging pedagogy was systematically planned and implemented. Data were collected from classroom observation, students’ writing drafts and assignments before, during and after the course, and pre- and post- i…
Exploring content and language co-construction in CLIL with semantic waves
In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is thus important for CLIL teachers to unpack and repack both abstract concepts and academic discourse …
Listening strategies in the English Medium Instruction (EMI) classroom
Incidental development of implicit and explicit grammar knowledge from reading
Assessing content knowledge through L2
As the content knowledge of English language learners and immigrant students is assessed in their less proficient language, the validity and fairness of assessments related to those students have been widely discussed. However, such assessment issues have not received much attention in rapidly expanding bilingual education programmes, where students learn content subjects through a second/foreign/additional language (L2) and are often assessed in…
Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes
In Content and Language Integrated Learning (CLIL) programmes, non-linguistic content is taught and assessed in an additional language. Hence, CLIL teachers, most of whom are content subject specialists, may encounter difficulties in evaluating students’ content knowledge independent of their L2 proficiency and in aligning objectives, instruction and assessment. These concerns are closely related to teachers’ assessment literacy, which is seen as…
Development of L2 disciplinary literacy
Translanguaging pedagogy in teaching English for Academic Purposes
Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms
Content-based education programmes, in which a second/foreign language (L2) is used as the medium of instruction when teaching non-language content subjects, aim at both content and L2 learning. With such dual goal in mind, and with the rapid expansion of the programmes to contexts where students might have only basic L2 proficiency, there have been consistent calls for reconsidering the roles of first language (L1) in the teaching and learning p…
Development of the beliefs and language awareness of content subject teachers in CLIL
In Content and Language Integrated Learning (CLIL) programmes, students are expected to master content knowledge and language simultaneously. The worldwide popularity of this kind of programme has called for professional development, particularly for content subject teachers who have to shoulder some responsibilities of language teaching in CLIL. There have been several frameworks or proposals for professional development of CLIL teachers. Yet, e…
Assessments in CLIL
In Content and Language Integrated Learning (CLIL) programmes, students learn content knowledge and a second/foreign language (L2) simultaneously. It follows that both content and language are assessed, although research on how to do so remains scarce. This study explores the interplay between cognitive and linguistic demands of CLIL assessments. Having analysed over 4900 questions in Science/Biology textbooks, workbooks and examination papers in…
An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners
Special issue
Learning and using (an) additional language(s) apart from one’s mother tongue seems to be a norm around the world today (Li Wei 2007). And with the global spread of English arising from a host of h
How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning
In Content and Language Integrated Learning (CLIL) classrooms where students' L2 proficiency has not reached the threshold level, teachers have been observed to use L1 to assist students in grasping specific technical terms and abstract concepts. It is argued to be a ‘realistic’ approach to the learning problems caused by students' limited L2 proficiency, particularly in English-as-a-foreign-language contexts. Nonetheless, researchers have also w…
Translanguaging pedagogy in teaching English for Academic Purposes
Listening strategies in the English Medium Instruction (EMI) classroom
Assessing content knowledge through L2
As the content knowledge of English language learners and immigrant students is assessed in their less proficient language, the validity and fairness of assessments related to those students have been widely discussed. However, such assessment issues have not received much attention in rapidly expanding bilingual education programmes, where students learn content subjects through a second/foreign/additional language (L2) and are often assessed in…
Multimodality in CLIL assessment
Content and Language Integrated Learning (CLIL) features the integration of content learning and additional language learning. With the increasing recognition that representation and construction of content knowledge often involve multiple semiotic modes, it follows that the ‘language’ dimension in CLIL should be extended to a multimodal dimension. Researchers have been examining the affordance of multimodal resources in facilitating CLIL instruc…
An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners
Effects of Content and Language Integrated Learning on secondary-level students’ content learning
From EMI to CLIL
In English-medium instruction (EMI), students learn content knowledge through their additional language. Despite the implicit English learning goals, EMI content subject teachers have been urged to provide more language support for their students. Such expectations may not be something that EMI teachers were professionally prepared for. It is then worth examining how EMI teachers (re)construct their identity when facing such new expectations. Bas…
What constitutes CLIL teacher assessment literacy? Insights from CLIL researchers and teachers
Assessment in Content and Language Integrated Learning (CLIL) programmes is complex due to the mediating role of L2. CLIL teachers need assessment literacy for effective assessment practice. But what constitutes CLIL teacher assessment literacy? This study addresses this important question by investigating researchers’ and teachers’ views of CLIL teacher assessment literacy. Data were collected from individual interviews with 15 CLIL researchers …
Exploring language teacher education through researcher-practitioner co-construction of differentiated instruction
Incidental development of implicit and explicit grammar knowledge from reading
Development of L2 disciplinary literacy
The medium of instruction and classroom interaction
Teacher–student interaction in classrooms is perceived to be crucial for learning. Previous research has compared the interaction in classrooms where a second language is used as the medium of instruction (MoI) with those where the mother tongue is used. This has been done mainly via qualitative impressions. The current study adopted a mixed method design to examine objectively and comprehensively the classroom interaction in a sample of Hong Kon…
A Meta-Analysis of the Effectiveness of English-Medium Education in Hong Kong
To facilitate second language learning, it has become increasingly popular to use a second language as the medium of instruction for content subjects for majority language students. Although numerous research studies have shown the advantages of such kind of programs in North America and Europe, those investigating English as the Medium of Instruction (EMI) schools in Hong Kong yielded inconclusive results. This meta-analysis is the first attempt…
Special issue
Learning and using (an) additional language(s) apart from one’s mother tongue seems to be a norm around the world today (Li Wei 2007). And with the global spread of English arising from a host of h
How much L1 is too much? Teachers' language use in response to students’ abilities and classroom interaction in Content and Language Integrated Learning
In Content and Language Integrated Learning (CLIL) classrooms where students' L2 proficiency has not reached the threshold level, teachers have been observed to use L1 to assist students in grasping specific technical terms and abstract concepts. It is argued to be a ‘realistic’ approach to the learning problems caused by students' limited L2 proficiency, particularly in English-as-a-foreign-language contexts. Nonetheless, researchers have also w…
A glimpse into the effectiveness of L2-content cross-curricular collaboration in content-based instruction programmes
In content-based instruction (CBI) programmes, students learn content subjects through a second language (L2), so that they can incidentally learn the language. To further facilitate students' L2 development, the collaboration between L2 and content subject teachers has been strongly advocated. Previous research on such kind of collaboration mainly focused on how it may be realised, and on identifying potential obstacles, while its effectiveness …
An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners
Assessments in CLIL
In Content and Language Integrated Learning (CLIL) programmes, students learn content knowledge and a second/foreign language (L2) simultaneously. It follows that both content and language are assessed, although research on how to do so remains scarce. This study explores the interplay between cognitive and linguistic demands of CLIL assessments. Having analysed over 4900 questions in Science/Biology textbooks, workbooks and examination papers in…
Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms
Content-based education programmes, in which a second/foreign language (L2) is used as the medium of instruction when teaching non-language content subjects, aim at both content and L2 learning. With such dual goal in mind, and with the rapid expansion of the programmes to contexts where students might have only basic L2 proficiency, there have been consistent calls for reconsidering the roles of first language (L1) in the teaching and learning p…
Development of the beliefs and language awareness of content subject teachers in CLIL
In Content and Language Integrated Learning (CLIL) programmes, students are expected to master content knowledge and language simultaneously. The worldwide popularity of this kind of programme has called for professional development, particularly for content subject teachers who have to shoulder some responsibilities of language teaching in CLIL. There have been several frameworks or proposals for professional development of CLIL teachers. Yet, e…
Translanguaging pedagogy in teaching English for Academic Purposes
Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes
In Content and Language Integrated Learning (CLIL) programmes, non-linguistic content is taught and assessed in an additional language. Hence, CLIL teachers, most of whom are content subject specialists, may encounter difficulties in evaluating students’ content knowledge independent of their L2 proficiency and in aligning objectives, instruction and assessment. These concerns are closely related to teachers’ assessment literacy, which is seen as…
Development of L2 disciplinary literacy
A critical examination of the interaction between translanguaging pedagogy and students’ beliefs and practices of translanguaging in learning EAP
Conducted in a Chinese university, this study tracked eight students’ changes in their beliefs and practices of translanguaging when developing academic literacies throughout a 14-week English for Academic Purposes (EAP) course, where translanguaging pedagogy was systematically planned and implemented. Data were collected from classroom observation, students’ writing drafts and assignments before, during and after the course, and pre- and post- i…
Exploring content and language co-construction in CLIL with semantic waves
In content and language integrated learning (CLIL) classrooms, it is assumed that non-language content subjects provide more authentic communicative contexts for students to learn a foreign/second/additional language (L2). However, learning abstract concepts and academic language in an L2 simultaneously is also challenging for CLIL students. It is thus important for CLIL teachers to unpack and repack both abstract concepts and academic discourse …
Listening strategies in the English Medium Instruction (EMI) classroom
Incidental development of implicit and explicit grammar knowledge from reading
Assessing content knowledge through L2
As the content knowledge of English language learners and immigrant students is assessed in their less proficient language, the validity and fairness of assessments related to those students have been widely discussed. However, such assessment issues have not received much attention in rapidly expanding bilingual education programmes, where students learn content subjects through a second/foreign/additional language (L2) and are often assessed in…
Examining the effects of teacher collaboration on student learning in a CLIL classroom
Content and language integrated learning (CLIL) programs impose enormous demands on teachers, who are expected to integrate the two aspects pedagogically. Content and language teachers are thus encouraged to collaborate to help students master content knowledge and develop their additional language (L2) proficiency simultaneously. To reveal whether such teacher collaboration (TC) is beneficial, researchers have also attempted to examine its effec…
Cross-curricular collaboration and teachers’ language awareness in bilingual education
In bilingual education programmes, teachers, particularly content subject teachers, play an important role in helping students master content knowledge and the target language simultaneously. In this regard, teachers’ language awareness, which will affect their pedagogical practices, is crucial. Collaboration between content subject and language teachers is argued to be effective in enhancing teachers’ language awareness and strategies of integra…
Effects of Content and Language Integrated Learning on secondary-level students’ content learning
Exploring language teacher education through researcher-practitioner co-construction of differentiated instruction
From EMI to CLIL
In English-medium instruction (EMI), students learn content knowledge through their additional language. Despite the implicit English learning goals, EMI content subject teachers have been urged to provide more language support for their students. Such expectations may not be something that EMI teachers were professionally prepared for. It is then worth examining how EMI teachers (re)construct their identity when facing such new expectations. Bas…
A journey towards teacher empowerment in differentiated instruction
This article reports a longitudinal case study examining how teachers were empowered to develop their professional capacity to cater for learner diversity through implementing differentiated instruction. Data were collected from multiple sources including lesson co-planning meetings, teacher interviews and lesson observations in a primary school in Hong Kong. The findings suggested a three-stage journey towards teacher empowerment mediated by bot…
Developing the CLIL teacher assessment literacy inventory
Assessment in Content and Language Integrated Learning (CLIL) is complex because students' less proficient language is used to assess students' content knowledge. It is thus crucial for CLIL teachers to develop assessment literacy so that they can design valid assessments to diagnose students' learning progress. Recent attempts have conceptualised the major components of CLIL teacher assessment literacy. With this theoretical foundation, this stu…
Multimodality in CLIL assessment
Content and Language Integrated Learning (CLIL) features the integration of content learning and additional language learning. With the increasing recognition that representation and construction of content knowledge often involve multiple semiotic modes, it follows that the ‘language’ dimension in CLIL should be extended to a multimodal dimension. Researchers have been examining the affordance of multimodal resources in facilitating CLIL instruc…
Psychology (25 works) · Second Language Learning and Teaching (24 works) · Mathematics education (23 works) · Pedagogy (23 works) · EFL/ESL Teaching and Learning (16 works) · Computer Science (15 works) · Sociology (15 works) · Linguistics (14 works) · Foreign language (7 works) · Second Language Acquisition and Learning (7 works)