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This paper considers the needs and challenges of using English as a medium of instruction in Hong Kong universities, where oral Cantonese and written Chinese are the more dominant local languages. It then presents one way of trying to address the needs of the students in these institutions by reporting on the Scaffolding Literacy in Academic and Tertiary Environments (SLATE) project, which was an attempt to adopt a genre-based approach to literacy teaching at a large English-medium public university in Hong Kong. Drawing on work done by the Sydney School genre theorists (Rose & Martin 2012), the SLATE team first profiled the literacy needs of students in particular disciplines. They then used these field-specific understandings of language to develop pedagogical material to scaffold students from non-English speaking background into developing discipline-specific understandings of language. This material was embedded into literacy support for the students within the core units of study of the discipline. In embedding this support, the SLATE team adapted the Teaching Learning Cycle (Rothery 1996) to an online context. In order to do this, they theorised feedback as Negotiated Construction and used it to help students understand some of the features of academic writing. The project described here demonstrates the viability of adopting genre-based approaches to language and literacy teaching in online environments to support the needs of non-English speaking students in institutions where English is the medium of instruction in Hong Kong and elsewhere. [ABSTRACT FROM AUTHOR]

This article discusses the strategies used by Cantonese ESL learners to cope with their problems in pronouncing English initial consonant clusters. A small-scale research study was carried out with six secondary and six university students in Hong Kong, who were asked to perform four speech tasks: the reading of a word list, the description of a picture list, the reading of three passages, and a conversational interview. The participants' speech was recorded using a high-quality mini-disk recorder and transcribed by two raters. The results of the study showed that deletion and substitution were commonly used by the learners, yet vowel epenthesis was practically non-existent. Certain segments, such as liquids, were also found to be more difficult than other segments in the same onset. It is argued that the findings of the study have both theoretical and pedagogical significance. [ABSTRACT FROM AUTHOR]