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• W9861896 abstract "A sociocultural framework for examining the use of English as a Second Language (ESL) in Hong Kong is outlined and discussed. It incorporates or draws on concepts of the socio-historical nature of language, critical analysis of communication, and systemic-functional analysis of language use. Using this framework to analyze the current situation of English use in Hong KJng, it is concluded that many students in working-class schools feel they are being forced to learn English that is not needed for their studies or for their work in lower socioeconomic sectors of the local community. English, perceived as a language traditionally representing authority, is increasingly seen now as an authoritarian imposition, particularly when the ESL teacher is an expatriate. This situation is seen as detrimental to student motivation, and greater student choice is urged. (MSE) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** A SOCIO-CULTURAL FRAMEWORK FOR A CRITICAL ANALYSIS OF ENGLISH AS A FOREIGN LANGUAGE IN HONGKONG (Paper presented in the Eighth Institute of Language in Education International Conference, Hong Kong, 15-18 December 1992.) Terence Lo Department of English, Hong Kong Polytechnic Cynthia Lee English Centre, University of Hong Kong Language is a meaning-making activity. It is in and through language that people make sense of their social reality, a social reality that includes their own identities as living individuals. This is to say that language is not simply a neutral, objective tool used for conveying social reality and individual identity in a detached manner. The nature of language is such that it does not exist first as an objective instrument of communication outside communicative contexts, detached from the social settings in which it is used, and then picked up by the participants already engaged in social interaction who happen to feel that they need to use language in a particular moment of the social interaction, and who, at the moment of picking up the linguistic instrument, start to be language users. On the contrary, language is always already an integral aspect of the human process of construction of social reality, which necessarily includes the construction of the participants' own individual identities. Thus, language as a social activity is always already a part of the continuous construction of social reality; language as a meaning-making activity is always already a part of the meaning being made. In this sense, language does not serve as a container for the transfer of meaning. Language itself is U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) C/his document has been reproduced as received from the person or organization originating ii O Minor changes have been made to improve reproduction quality Points of view or opinions slated in this decu men? do not necessardy represent official OEM position or policy -12 PERMISSION TO REPROUUCE THIS MATERIAL HAS BEEN GRANTED BY" @default.
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• W9861896 title "A Socio-Cultural Framework for a Critical Analysis of English as a Foreign Language in HongKong." @default.
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