Search results for: Ng Maria M. Y.

Drawing on the theory of situated learning and teacher knowledge as situated, the authors have examined the ways in which two L2 writing teachers in Hong Kong perceived and responded to the possibilities for learning how to write in their culture­specific contexts of work. The findings of this study show that these two teachers skillfully developed pedagogical strategies to exploit opportunities for learning that were rooted in the cultural traditions they shared with their students and the micro­cultures in the classroom that they co­constructed with them.. The teachers' skillful and sensitive exploitation of these possibilities created a rich environment for learning.