Academic Staff

Profile Dr KONG Wai Yu Stella Qualifications: BA CertEd MEd HKU PhD CityU

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Teaching Interests

Research Interests

Stella had nine years' of teaching experience in various local secondary schools before she joined the Institute. She is interested in school-based support projects for EMI schools.

Selected Publications

• Kong, S., & Hoare, P. (2011). Cognitive content engagement in content-based language teaching. Language Teaching Research, 15(3), 307-324.

• Kong, S., Hoare, P., & Chi, Y.P. (2011). Immersion education in China: Teachers’ perspectives. Frontiers of Education in China, 6(1), 68-91.

• Kong, S., & Hoare, P. (2010). Developing students’ academic writing for content-language learning. MELTA: The English Teacher, 39, 24-50.

• Kong, S., & Hoare, P. (2010). English as the language of instruction at secondary level: Challenges and pedagogical implications. The Journal of Asia TEFL, 7(2), 109-130.

• Kong, S. (2010). Writing in late immersion biology and history classes in Hong Kong. Writing & Pedagogy, 2(1), 13-38.

• Kong, S. (2009). Content-based Instruction: What Can We Learn from Content-trained Teachers’ and Language-trained Teachers’ Pedagogies? The Canadian Modern Language Review, 66 (2), 229-263.

• Kong, S. (2008). Late immersion in Hong Kong: A pedagogical framework for integrating content-language teaching and learning. The Journal of Asia TEFL, 5, 107-132.

• Hoare, P., & Kong, S. (2008). Late Immersion in Hong Kong: Still stressed but making progress?. In T. W. Fortune & D. J. Tedick, (Eds.) Pathways to Multilingualism: Evolving Perspectives on Immersion Education. Clevedon: Multilingual Matters.

• Hoare, P., Kong, S., & Bell, J. (2008). Using language objectives to integrate language and content instruction: A case history of planning and implementation challenges. Language and Education, 22, 187-205.

• Kong, S. (2007). Critical commentary on Case 13: Building vocabulary, Ms Wu’s case. In G. Tinker-Sachs & B. Ho (Eds.), ESL/EFL cases: Contexts for teacher professional discussions (pp.138-141). Hong Kong: City University of Hong Kong Press.

• Hoare, P., & Kong, S. (2006). One Country, two systems: Immersion in Xi’an, Guangzhou and Hong Kong. In Y.P. Chi (Ed.). Proceedings for English immersion pedagogy in Chinese context, pp.14-24. Shaanxi: Shaanxi People’s Education Press. [全國教育科學十五規劃教育部重點課題: 小學英語浸入式縱合課程教學模式研究: 英語浸入式教學研究論文集. 陝西人民教育出版社]

• Kong, S. (2004) Writing in the Hong Kong immersion classroom: Developing students’ content knowledge and English language proficiency. Unpublished doctoral dissertation, City University of Hong Kong.

• Kong, S. (2004). Using language objectives in a teacher education programme. In Bigelow, M., & Walker, C. (Eds.). Creating teacher community: Selected papers from the Third International Conference on Language Teacher Education. Minneapolis, MN: Center for Advanced Research on Language Acquisition.

• Kong, S. (2001). Writing to learn. In M. Evans, P. Hoare, S. Kong, S. O’Halloran & E. Walker, Effective strategies for English medium classrooms: A handbook for teachers (pp.99-125). Hong Kong: Hong Kong Institute of Education. 

• Kong, S. (2001). Reading to learn. In M. Evans, P. Hoare, S. Kong, S. O’Halloran & E. Walker, Effective strategies for English medium classrooms: A handbook for teachers (pp.57-77). Hong Kong: Hong Kong Institute of Education.

• Kong, S. (2001). Writing tasks for the immersion classroom. In S. Bjorklund (Ed.), Language as a tool: Immersion research and practices (pp.231-249). Vaasa, Finland: Proceedings of the University of Vaasa.

• Hoare, P., & Kong, S. (2001). A framework of attributes for English immersion teachers in Hong Kong and implications for immersion teacher education.Asia Pacific Journal of Language in Education, 4 (2), 79-107.

• Caldwell, J., Evans, M., Hoare, P., Kong, S., & O’Halloran, S. (1999). Teacher education needs of subject teachers for English medium schools. Project report: project funded by an HKIEd internal research grant. Hong Kong: Hong Kong Institute of Education.

• Tinker-Sachs, G., & Kong, S. (1998). Reflection in EFL In-service Journal Writing: The Teachers, the Tutors and the Researchers. Asian Pacific Journal of Language in Education, 1, 7-32.

• Hoare, P., Kong, S., & Evans, M. (1997). Coordinating Language across the Curriculum: A handbook for English Medium Schools. Hong Kong: Hong Kong Institute of Education.

• Evans, M., & Kong, S. (1997). School-based Support for English Medium Schools: The What and the How. In V. Berry, B. Adamson and W. Littlewood (Eds.), Applying Linguistics: Insights into Language in Education. (pp 55-68). Hong Kong: The English Centre, University of Hong Kong.

• Kong, W. Y. S. (1996). Developing Students' Language for Subject Learning: Information Transfer Activities. In I. Boulter (Ed.), English Across the Curriculum (pp. 17-25). Negara Brunei Darussalam: CfBT Education Services.

• Hoare, P., & Kong, S. (1995). Helping teachers change the language of the classroom: Lessons from in-service teacher education. In D. Nunan, R. Berry and V. Berry (Eds.), Bringing about change in language education (pp.21-30). Hong Kong: Institute of Language in Education, Department of Curriculum Studies (The University of Hong Kong).

• Tinker-Sachs, G., Kong, S., Lo, A., & Lee, T. (1994). From task description to task enactment: Teachers’ interpretation of language learning tasks. In B. Norman, P. Falvey, A.B.M. Tsui, D.M. Allison & A. McNeil (Eds.), Language and learning (pp.172-187). Hong Kong: Institute of Language in Education, Department of Curriculum Studies (The University of Hong Kong), Hong Kong Association of Applied Linguistics.

• Poon, L., Lo, A., & Kong, S. (1993). Developing learner responsibility in the early stages of writing. Institute of Language in Education Journal, 10, 121-136.