Saray Fernández Rodríguez

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

Introduction

A case study of a small-group teacher-led pull-out eal intervention for form 2 pupils in a hong kong direct subsidy school. Case study on small-group teacher-led EAL intervention for Form 2 pupils in a Hong Kong EMI school. Highlights value, need for sustained support, and enhanced skills development using technology.

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.

Review

This case study provides a pertinent and insightful examination of a small-group, teacher-led pull-out EAL intervention for Form 2 pupils within an English Medium Instruction (EMI) Direct Subsidy School in Hong Kong. Addressing the crucial need for support for students with limited English in such settings, the study effectively employs a mixed-methods approach, combining semi-structured interviews, observations, and secondary data. A key strength lies in its practical focus, directly investigating the extent to which this specific intervention model can foster English language development. The finding that the small-group approach indeed holds value for initial upskilling offers an encouraging validation for educators and policy-makers considering similar strategies. While the study offers valuable insights, the abstract clearly highlights a significant systemic limitation that impacts the intervention's long-term efficacy. The identified "lack of capacity to continue the support beyond the initial upskilling in Form 2" is a critical finding, underscoring the challenges of sustained language development support within institutional constraints. This points to a potential weakness not in the study's design, but in the broader implementation context, raising concerns about the enduring benefits for students as they progress towards public examinations. The recommendations for further developing listening, speaking, reading, and writing tasks, and integrating technology, are salient but somewhat broad, suggesting areas where the initial intervention may have been incomplete or where future iterations require more specific strategic enhancement. Overall, this case study makes a valuable contribution to the literature on EAL interventions in EMI contexts, particularly by providing a granular view from a specific Hong Kong school. Its strength lies in presenting a realistic picture that balances the positive impact of a focused intervention with the institutional realities that can hinder long-term success. The study's implications extend beyond its immediate context, prompting vital questions for other EMI schools regarding resource allocation, sustainable EAL programming, and the potential long-term academic consequences for students. Future research building on these findings could explore the development and implementation of the recommended activity types and technological integration, or track the academic trajectories of students who received such short-term interventions.

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