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Dr LO, Yuen Yi

Personal Particulars

Dr LO, Yuen Yi

盧婉怡

BEd (HKU), MSc, DPhil (Oxon)

Associate Professor

Master of Education Programme Director

Teacher Education and Learning Leadership

Tel: (852) 3917 4290

Location: Room 655, Meng Wah Complex

Areas of Expertise:

Please refer to the detailed information in the Profile Page

Areas of Expertise

Teaching Areas
Language awareness for teaching purposes; Education policies & issues; Language across the curriculum

Research Interests
English language teaching; Bilingual education; Classroom discourse; Medium of Instruction policy; Code-switching; Cross-curricular collaboration/ Language across the curriculum

Awards

Faculty Early Career Research Output Award (2014)

Faculty Outstanding Young Researcher Award (2017) 

Projects
  1. School-based Diversity Management (Research). Principal Investigator, The Hong Kong Jockey Club Charities Trust (2019-2022)

  2. Investigating the role of language in CLIL assessments through examining teachers’ and students’ cognitive processes. Principal Investigator, General Research Fund, Research Grants Council (2019-21) 

  3. Enhancing Assessment Literacy of Teachers in Primary/Secondary Schools. Principal Investigator, Quality Education Fund (Thematic Network - Tertiary Institutes), The Education Bureau, HKSAR (2019-2020)

  4. Enhancing Assessment Literacy of Teachers in Primary/Secondary Schools. Principal Investigator, Education Development Fund, The Education Bureau, HKSAR (2017-2019)

  5. Informing pedagogy through exploring and reforming assessment practices in EMI education. Principal investigator, Standing Committee on Language Education and Research (SCOLAR), Research and Development Projects, HKSAR (2016-18)

  6. Impact of genre-based pedagogy on students’ academic literacy development in Content and Language Integrated Learning (CLIL): A quasi-experimental study. Principal Investigator, General Research Fund, Research Grants Council (2015-17)

  7. Developing K3 students' self-directed learning in English literacy skills through promoting assessment as learning. Principal Investigator, Education Development Fund, The Education Bureau, HKSAR (2015-2017) 

  8. Teaching with “Zeetings”: Enhancing undergraduate students’ active participation and engagement in class. Principal investigator, Dean’s Innovation Fund, Faculty of Education, HKU (2015-2016)

  9. Impact of teachers’ use of L1 on student learning. Principal investigator, HKU Seed Funding Research (2014-2015)

  10. Cognitive discourse functions in CLIL. Principal investigator, Faculty Research Fund (2014)

  11. Development of language awareness and pedagogy of content subject teachers in content-based instruction programmes: An interventionist approach. Principal investigator, HKU Seed Funding Research (2013-2014)

  12. Language across the curriculum project. Consultant (2012-2013)

  13. Practice & effectiveness of L2-content cross-curricular collaboration in teaching and learning. Principal investigator. (2012-13)

  14. A meta-analysis of the effect of medium of instruction on students' achievements in Hong Kong, Principal investigator. (2011)

  15. Teacher development through collaboration across subjects: attitudes and practices, Principal investigator. (2011)

Publications
Book
  1. Lo, Y. Y. (in press). Professional development of Content and Language Integrated Learning (CLIL) teachers. Singapore: Springer.
International refereed papers
  1. Lo, Y. Y., & Fung, D. (in press). Assessments in CLIL: the interplay between cognitive and linguistic demands and their progression in secondary education. International Journal of Bilingual Education and Bilingualism. doi: 10.1080/13670050.2018.1436519 
  2. Lo, Y. Y. (2019). Development of the beliefs and language awareness of content subject teachers in CLIL: Does professional development help? International Journal of Bilingual Education and Bilingualism, 22(7), 818-832.
  3. Lo, Y. Y., & Lin, A. M. Y. (2019). Curriculum genres and task structure as frameworks to analyse teachers’ use of L1 in CBI classrooms. International Journal of Bilingual Education and Bilingualism, 22(1), 78-90.
  4. Lo, Y. Y., & Lin, A. M. Y. (2019). Teaching, learning and Scaffolding in CLIL science classrooms. Journal of Immersion and Content-based Language Education, 7(2), 151-165
  5. Lo, Y. Y., Lui, W. M., & Wong, M. P. S. (2019). Scaffolding for cognitive and linguistic challenges in CLIL science assessment. Journal of Immersion and Content-based Language Education, 7(2), 294-319
  6. Lo, Y. Y., & Jeong, H. (2018). Impact of genre-based pedagogy on students’ academic literacy development in Content and Language Integrated Learning (CLIL). Linguistics and Education, 47, 36-46
  7. Qiu, X., & Lo, Y. Y. (2017). The influence of topic familiarity on L2 learners’ engagement in task performance and affective dispositions. Language Teaching Research, 21(6), 681-698. 
  8. Lee, J. H., & Lo, Y. Y. (2017). An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners. System, 67, 121-131. 
  9. Lin, A. M. Y., & Lo, Y. Y. (2017). Trans/languaging and the triadic dialogue in Content and Language Integrated Learning (CLIL) Classrooms. Language and Education, 31(1), 26-45. 
  10. Lo, Y. Y., & Macaro, E. (2015). Getting used to CLIL: What can classroom interaction reveal? Language Learning Journal, 43(3), 239-255
  11. Lo, Y. Y. (2015). A glimpse into the effectiveness of L2-content cross-curricular collaboration in content-based instruction programmes. International Journal of Bilingual Education and Bilingualism, 18, 443-462.
  12. Lo, Y. Y., & Lin, A. M. Y. (Ed.) (2015). Special Issue: Designing Multilingual and Multimodal CLIL Frameworks for EFL students. International Journal of Bilingual Education and Bilingualism, 18, 261-269.
  13. Lo, Y. Y. (2015). How much L1 is too much? – Teachers’ language use in response to students’ abilities and classroom interaction in CLIL. International Journal of Bilingual Education and Bilingualism, 18, 270-288.
  14. Lo, Y. Y. (2014). Collaboration between L2 and content subject teachers in CBI: contrasting beliefs and attitudes. RELC Journal, 45, 181-196. 
  15. Lo, Y. Y., & Lo, E. S. C. (2014). A meta-analysis of the effectiveness of English-medium education in Hong Kong. Review of Educational Research, 84, 47-73
  16. Lo, Y. Y. (2014). L2 language learning opportunities in different academic subjects in content-based instruction - evidence in favour of “conventional wisdom”. Language and Education, 28, 141-160. 
  17. Lo, Y. Y., & Macaro, E. (2012). The Medium of Instruction and classroom interaction: evidence from Hong Kong secondary schools. International Journal of Bilingual Education and Bilingualism, 15, 29-52.
  18. Hennebry, M., Lo, Y.Y., & Macaro, E. (2012). Differing perspectives of non-native speaker students' linguistic experiences on higher degree courses. Oxford Review of Education, 38, 209-230.
  19. Lo, Y. Y., & Murphy, V. (2010). Vocabulary knowledge and growth in immersion and regular language-learning programmes in Hong Kong. Language and Education, 24, 215-238.

Invited papers and Book chapters

  1. Lin, A. M. Y., & Lo, Y. Y. (2018). The spread of English Medium Instruction programmes: Educational and research implications. In Barnard, R. & Hasim, Z. (eds.), English Medium Instruction programmes: Perspectives from Southeast Asian universities (p. 87-103). UK: Routledge.
  2. Lo, Y. Y., Lin, A. M. Y., & Cheung, T. C. L. (2018). Supporting EFL learners’ science literacy development in CLIL: A genre-based approach. In Tang, K. S. & Danielsson, K. (eds.), Global developments in literacy research for science education (pp. 79-95). Cham, Switzerland: Springer. 
  3. Fan, C., & Lo, Y. Y. (2016). Interdisciplinary collaboration to promote L2 Science literacy in Hong Kong. In A. Tajino, T. Stewart and D. Dalsky (eds.), Team Teaching and Team Learning in the Language Classroom: Collaboration for innovation in ELT (pp. 99-102). Oxford, New York: Routledge.
  4. Lo, Y. Y., & Lin, A. M. Y. (2014). Designing assessment tasks with language awareness: Balancing cognitive and linguistic demands. Assessment and Learning, 3, 97-119.
     
Conference presentations
  1. Fung, D., & Lo, Y. Y. (2018, March). Understanding how ELLs are assessed in CBI: The interplay of cognitive and linguistic demands, American Association for Applied Linguistics Annual Conference, Chicago, the United States.
  2. Lo, Y. Y., & Jeong, H. (2017, September). Impact of genre-based pedagogy on students' academic literacy development in Content and Language Integrated Learning (CLIL). British Educational Research Association (BERA) Annual Conference, Brighton, the UK.
  3. Lo, Y. Y., & D. Fung. (2017, June). Assessing students in bilingual education programmes: The interplay between cognitive and linguistic demands. 11th International Symposium on Bilingualism, Ireland. 
  4. Jeong, H., & Lo, Y. Y. (2017, June). Impact of genre-based pedagogy on students' academic literacy development in Content and Language Integrated Learning (CLIL). CAES International Conference, The University of Hong Kong, Hong Kong.
  5. Lo, Y. Y., D. Fung., & W. M. Lui. (2017, June). Reassessing CLIL assessment: The integral role of language. CAES International Conference, The University of Hong Kong, Hong Kong
  6. Lin, A. M. Y., & Lo, Y. Y. (2017, March). ‘Thematic Patterns’ as a theoretical framework for designing assessment and pedagogical approaches to the integration of content and language. (Colloquium: Conceptualizing the ‘Language-Content Interface’ in CLIL and Immersion Education) American Association for Applied Linguistics Conference Annual Conference, Portland, the United States.
  7. Lin, A. M. Y., & Lo, Y. Y. (2016, October). Exploring content and language co-construction in CLIL with semantic waves. 6th International Conference on Immersion and Dual Language Education, Minnesota, the United States.
  8. Burden, K., & Lo, Y. Y. (2015, December). Mobile technologies and dialogic pedagogies in Hong Kong and UK higher education. Society for Research into Higher Education Annual Research Conference, South Wales, the UK. 
  9. Lin, A. M. Y., & Lo, Y. Y. (2015, December). Languaging in Content and Language Integrated Learning (CLIL) Classrooms: Implications for English Across the Curriculum. International Conference on the Development of English Across the Curriculum, Hong Kong Polytechnic University, Hong Kong.
  10. Chan, S., Lin, A. M. Y., Lo, Y. Y., Tavares, N., & Lai, K. (2015, December). Access to English Medium Education through Blended Learning at Higher Education in Southeast Asia. Association of Southeast Asian Institutions of Higher Learning (ASAIHL) Conference, Cambodia.
  11. Lo, Y. Y. (2015, June). Development of content subject teachers’ beliefs & language awareness – Does professional development programme help? (Featured colloquium: English Medium Instruction: Researching a fast developing phenomenon). CAES International Conference, Hong Kong.
  12. Lee, J. H., & Lo, Y. Y. (2015, June). Exploratory Study on EFL learners’ attitudes towards English-only, motivation, proficiency. CAES International Conference, Hong Kong.
  13. Lo, Y. Y., & Chen, G. W. (2015, April). Exploring academically productive talk in L1 and L2-medium classrooms. AERA Annual Meeting, Chicago, the United States.
  14. Lo, Y. Y. (2015, March). Modelling teacher talk and classroom interaction with systematic use of L1. (Colloquium: Conceptualizing the Critical Role of L1 in Bilingual Education). TESOL Convention, Toronto, Canada.
  15. Lo, Y. Y., & Lin, A. M. Y. (2015, March). Language and the Triadic Dialogue in the Content and Language Integrated Learning (CLIL) classroom. (Colloquium: Dialogic Teaching and Learning across the Curriculum: Promises and Challenges). American Association for Applied Linguistics Conference, Toronto, Canada.
  16. Lo, Y. Y. (2014, August). Investigating cross-curricular collaboration between L2 and content subject teachers in content-based instruction programmes. 17th World Congress of the International Association of Applied Linguistics, Brisbane, Australia.
  17. Lo, Y. Y. (2013, June). How much L1 is too much? – Students' abilities, language use and classroom interaction. 9th International Symposium on Bilingualism, Singapore.
  18. Lo, Y. Y. (2013, June). L2-content cross-curricular collaboration: A first glimpse at the effectiveness in teachers' pedagogy and students' L2 learning. Applied Linguistics Perspectives on Content and Language Integrated Learning Conference in Madrid, Spain.
  19. Lo, Y. Y., (2011, September). Language learning opportunities in different academic subjects - evidence for 'conventional wisdom'. 21st Annual Conference of the European Second Language Association in Stockholm, Sweden.
  20. Lo, Y. Y., (2011, August). What happens to classroom interaction patterns when the Medium of Instruction changes? An exploratory study in Hong Kong secondary schools. 16th World Congress of Applied Linguistics, Beijing, China.
  21. Lo, Y. Y., & Murphy, V. (2009, September) Vocabulary knowledge and growth in different language programmes: A comparison of Immersion and Regular Language Learning Programmes in Hong Kong. 19th Annual Conference of the European Second Language Association in Cork, Ireland.
Professional Community Services

(2019-present)      Editorial board member, Journal of Immersion and Content-based Language Education

(2019-present)       Editorial board  member, English Teaching & Learning

(2016-present)       External member, Languages Discipline Advisory Board, Vocational Training Council 

(2010-present)       Reviewer for System, Language and Education, International Journal of Bilingual Education and Bilingualism, Language Teaching Research 

 

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