Dr LO, Yuen Yi

Dr LO, Yuen Yi

盧婉怡

Associate Dean (Learning & Teaching)
Associate Professor
Academic Unit of Teacher Education and Learning Leadership

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Qualification
BEd (HKU), MSc, DPhil (Oxon)
Email
[javascript protected email address]
Phone
(852) 3917 4290
Location
Room 655, Meng Wah Complex


Research Expertise
Assessment, Testing and Measurement
Bilingualism and Multilingualism
English Language Education
Teacher Education and Development
Prospective PhD/ EdD/ MPhil Applications
I am available to supervise PhD/MPhil students and would welcome enquiries for supervision.
Links
HKU Scholars Hub

Areas of Expertise

Teaching Areas

Education policies & issues; Language across the curriculum; Content and Language Integrated Learning

Research Interests

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


Awards
Faculty Early Career Research Output Award (2014)
Faculty Outstanding Young Researcher Award (2017)


Projects
Conceptualising assessment literacy of teachers in Content and Language Integrated Learning programmes.Principal Investigator, General Research Fund, Research Grants Council (2022-24)
School-based Diversity Management (Research). Principal Investigator, The Hong Kong Jockey Club Charities Trust (Phase 1: 2019-2022; Phase 2: 2021-2024)
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)
Study on Language Across the Curriculum, The Education Bureau, HKSAR (Education Commission and Planning Division) (2019-2021)
Enhancing Assessment Literacy of Teachers in Primary/Secondary Schools. Principal Investigator, Quality Education Fund (Thematic Network - Tertiary Institutes), The Education Bureau, HKSAR (2019-2021)
Enhancing Assessment Literacy of Teachers in Primary/Secondary Schools. Principal Investigator, Education Development Fund, The Education Bureau, HKSAR (2017-2019)
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)
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)
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)
Teaching with “Zeetings”: Enhancing undergraduate students’ active participation and engagement in class. Principal investigator, Dean’s Innovation Fund, Faculty of Education, HKU (2015-2016)
Impact of teachers’ use of L1 on student learning. Principal investigator, HKU Seed Funding Research (2014-2015)
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)


Publications

Book

Lo, Y. Y. (2020). Professional development of Content and Language Integrated Learning (CLIL) teachers. Singapore: Springer.
Lo, Y. Y., & Lin, A. M. Y. (Eds.) (2021). Teaching, Learning and Scaffolding in CLIL Science Classrooms. The Netherlands: Benjamins.

International refereed papers

Lo, Y. Y., Fung, D., & Qiu, X. (in press). Assessing content knowledge through L2: Mediating role of language of testing on students’ performance. Journal of Multilingual and Multicultural Development.doi: 10.1080/**.2020.**
Lo, Y. Y., Lin, A. M. Y., & Liu, Y. (in press). Exploring content and language co-construction in CLIL with semantic waves. International Journal of Bilingual Education and Bilingualism.doi.org/10.1080/**.2020.**
Lo, Y. Y., & Fung, D. (2020).Assessments in CLIL: the interplay between cognitive and linguistic demands and their progression in secondary education.International Journal of Bilingual Education and Bilingualism,23(10), 1192-1210. doi:10.1080/**.2018.**
Darvin, R., Lo, Y. Y., & Lin, A. M. Y. (2020). Examining CLIL through a Critical Lens.English Teaching & Learning, 44, 103-108. doi:10.1007/s42321-020-00062-2
Liu, J. E., Lo, Y. Y., & Lin, A. M. Y. (2020). Translanguaging Pedagogy in Teaching English for Academic Purposes: Researcher-Teacher Collaboration as a Professional Development Model. System, 92.doi.org/10.1016/j.system.2020.102276
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.doi.org/10.1080/**.2017.**
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.doi.org/10.1080/**.2018.**
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.https://benjamins.com/catalog/bct.115
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.doi.org/10.1075/jicb.18028.lo
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.doi.org/10.1016/j.linged.2018.08.001
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.doi.org/10.1177/**84368
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.doi.org/10.1016/j.system.2017.04.017
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.doi.org/10.1080/**.2016.**
Lo, Y. Y., & Macaro, E. (2015). Getting used to CLIL: What can classroom interaction reveal? Language Learning Journal, 43(3), 239-255.doi.org/10.1080/**.2015.**
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.doi.org/10.1080/**.2014.916654
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.doi.org/10.1080/**.2014.988111
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.doi.org/10.1080/**.2014.988112
Lo, Y. Y. (2014). Collaboration between L2 and content subject teachers in CBI: contrasting beliefs and attitudes. RELC Journal, 45, 181-196.doi.org/10.1177/5054
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.doi.org/10.3102/9615
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.doi.org/10.1080/**.2013.786086
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.doi.org/10.1080/**.2011.588307
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.doi.org/10.1080/**.2011.651312
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.doi.org/10.1080/76125
Invited papers and Book chapters
Lo, Y. Y., & Lin, A. M. Y. (2019).Content and language integrated learning in Hong Kong.In A. Gao (ed.), Second Handbook of English Language Teaching (pp. 963-982). Singapore: Springer
Lin, A. M. Y., & Lo, Y. Y. (2018).The spread of English Medium Instruction programmes: Educational and research implications. InBarnard, R. & Hasim, Z. (eds.), English Medium Instruction programmes: Perspectives from Southeast Asian universities(p. 87-103). UK:Routledge.
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 inliteracy research forscience education (pp. 79-95). Cham, Switzerland: Springer.
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.
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

To, J.,Lo, Y. Y., & He, P.(2021, April). Teacher efficacy and pedagogical leadership development through school-university collaboration[Roundtable Session]. Virual AERA Annual Meeting.
Teng, X. S., Hsiao, S., & Lo, Y. Y. (2021, April). Cognitive processes and coping strategies of English Language Learners when attempting assessment [Poster Session]. Virtual AERA Annual Meeting.
He, P., To, J., Tsang, A. N., Lin, A. M. Y., & Lo, Y. Y. (2020, April). Exploring Culturally Responsive Differentiation Instruction Strategies in School-University Diversity Management Collaboration [Roundtable Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/tx58yxb (Conference Canceled)
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.
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.
Lo, Y. Y., & D. Fung. (2017, June). Assessing students in bilingual education programmes: The interplay between cognitive and linguistic demands. 11^th International Symposium on Bilingualism, Ireland.
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.
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
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.
Lin, A. M. Y., & Lo, Y. Y. (2016, October). Exploring content and language co-construction in CLIL with semantic waves. 6^th International Conference on Immersion and Dual Language Education, Minnesota, the United States.
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.
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.
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.
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.
Lee, J. H., & Lo, Y. Y. (2015, June). Exploratory Study on EFL learners’ attitudes towards English-only, motivation, proficiency. CAES International Conference, Hong Kong.
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.
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.
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.
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.
Lo, Y. Y. (2013, June). How much L1 is too much? – Students' abilities, language use and classroom interaction. 9th International Symposium on Bilingualism, Singapore.
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.
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.
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.
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, System
(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


Others
Invited keynotes/talks
Teacher collaboration to facilitate EMI and English across the curriculum, International Conference on Applied Linguistics (APLX) 2021, Taiwan, October 2021
CLIL in real practice: How can teachers integrate content and language in instruction and assessment? CEFR and CLIL: The praxis of teaching, learning and assessment, International Symposium & Workshop (online), Akita International University, Japan, October 2020
Scaffolding EFL Learners in CLIL, Fulbright English Teaching Forum, Fulbright Taiwan, January 2020
Translanguaging Practices in Content and Language Integrated Learning (CLIL),English Teaching & Learning 2019 Conference, National Taiwan Normal University, July 2019
Exploring assessment in EMI: Issues and realities, 3^rd EMI Symposium, EMI Centre, Department of Education, University of Oxford, June 2019
Conceptualising Content and Language “Integration”: How can Teachers Integrate Content and Language in Instruction and Assessment? 2019 NTUB International Conference on CLIL & Digital Technology, May 2019
Facilitating CLIL: What can English teachers do?, Fulbright English Teaching Forum, Fulbright Taiwan, January 2019
Facilitating student learning in CLIL: Starting from professional development, 2017 International Conference on Applied Foreign Languages, National Kaohsiung University of Hospitality and Tourism, May 2017
Effective teaching in CLIL/EMI: Language Across the Curriculum, Dulwich International High School & Yung Wing School (Zhuhai), April 2017