Author: Enoch Man

Publisher:

Published: 2017-01-27

Total Pages:

ISBN-13: 9781361380918

This dissertation, "Hong Kong English Teachers'' Cognitions of World Englishes and How These Cognitions Impact on Their Pedagogical Practices" by Enoch, Man, 文爾諾, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Recent sociolinguistics research in the study of English has shifted from focusing only on Inner Circle English varieties in Kachru''s (1985) sense to include Outer and Expanding Circle varieties, the phenomenon of which is captured by the term ''world Englishes'' (WE). This paradigm shift to include WE as acceptable norms has immediate impacts on English language teaching (ELT) as it is suggested that what students learn should approximate the reality of English use worldwide. Research in applied linguistics and language education has discussed the position of WE in ELT (e.g. Jenkins, 2009a), investigated teachers and learners'' perceptions about WE (e.g. Andrews, 2002; He & Li, 2009), and developed curricula that incorporate WE features (e.g. Jenkins, 2002). However, not many studies have looked into how contextual factors have impacted on English teachers'' perceptions about WE and their pedagogical practices. This thesis presents an in-depth, qualitative study that seeks answers to research questions regarding: (i) the relationship between the cognitions and pedagogical practices of WE of a group of Hong Kong English teachers; and (ii) contextual factors that may influence their reported cognitions and observed practices. Borg''s (2006) schematic conceptualisation of language teacher cognition is adopted as the theoretical and analytical framework, which postulates that language teacher cognition and practices are shaped by their schooling experience, professional coursework, contextual factors as well as their ongoing pedagogical practices. Guided by an embedded-case study approach, data were collected through semi-structured interviews, observations of lessons and activities, stimulated recall interviews and documentation analysis. This research takes a Hong Kong secondary school as a single case with five English teachers as embedded cases who participated as the main informants over a period of one school year. To obtain a more comprehensive understanding of the context, additional data were collected from other sources including school administrators, students, and education officials. An analysis of the data using Borg''s (2006) framework revealed that the informants'' cognitions of WE had been shaped by their experiences as learners, teachers and users of English. The informants'' perceptions were ''ambivalent'': expressing an embracing view towards WE, but at the same time attaching only to British English in teaching due to local examination and curriculum requirements. The informants'' observed classroom practices also manifested such ambivalence: they were willing to teach a text containing WE features but continuously reminded students to avoid using WE in examinations. This ambivalence seemed to have rooted from their pedagogical focus only on meeting examination requirements and formal English use. Furthermore, this exclusive focus was shared not only among the English teachers, but also by their students, school administration of the case School and education officials, together forming the overarching context shaping the English teachers'' cognitions. The implications of this study are twofold. First, the informants'' exclusive preference for British English over WE for ELT seems to diverge from WE research suggestions to introduce non-Inner Circle varieties as acceptable norms. Second, their ambivalent view towards WE ma.