A case study of a small-group teacher-led pull-out EAL intervention for Form 2 pupils in a Hong Kong Direct Subsidy School

Abstract

In an English Medium Instruction (EMI) school all lessons and assessments are conducted in English, irrespective of the students’ native language or country of residence. When the school admits a student with limited English, policy dictates that it must provide the resources to improve their English skills. The literature around language development and school-based interventions presents a range of ways that this support can be provided. This case study asks to what extent a small-group teacher-led pull-out EAL intervention can help Form 2 pupils in an EMI Hong Kong Direct Subsidy School (DSS) develop in English? Using a combination of semi-structured interviews, observations and secondary data, the study concludes that there is value in the small-group approach, but that the school’s lack of capacity to continue the support beyond the initial upskilling in Form 2 means that the consequences of this decision may become visible in senior years when students need to prepare for their public exams. It recommends that lesson activities focused on listening and speaking skills and reading and writing tasks must be further developed and implemented. It further suggests that technology may be a useful way to do this.