Prof. WONG Yu-ka, Gary

BA, MEd, EdD (CUHK), PCEd (HKU)

Associate Professor

Introduction
Served as secondary school teacher, project officer and curriculum officer at the Education Bureau, and part-time lecturer at the CUHK. Courses taught include Subject Curriculum and Teaching (Chinese language), Chinese Language Curriculum and Assessment, Theories of Elocution and Writing in Chinese language teaching, Chinese Language Learning of the Hong Kong Ethnic Minority Students, etc.
Research Areas
Chinese-as-a-second-language (CSL) learning and teaching in general and literacy acquisition in particular
Selected Publications
Journal Articles
  1. Wong, Y. K., & Zhou, Y. (2021). Effects of metalinguistic awareness on Chinese as a second language spelling through the mediation of reading and copying. Reading and Writing: An Interdisciplinary Journal. Advance online publication. doi: 10.1007/s11145-021-10167-0
  2. Wong, Y. K. (2021). Developmental relations between listening and reading comprehension in young Chinese language learners: A longitudinal study. Journal of Psycholinguistic Research, 50, 261–273. doi: 10.1007/s10936-018-9619-y
  3. Wong, Y. K. (2020). Relationship between orthographic awareness and Chinese reading in Hong Kong’s young CSL learners. ECNU Review of Education, 3(4), 678–693. doi: 10.1177/2096531120930485
  4. Wong, Y. K. (2020). Effects of language proficiency on L2 motivational selves: A study of young Chinese language learners. System, 88, 1–13. doi.org/10.1016/j.system.2019.102181
  5. Wong, Y. K. (2019). Role of decoding competence in the Chinese reading comprehension development of ethnic minority students in Hong Kong. International Journal of Bilingual Education and Bilingualism, 22(8), 1016–1029. doi:10.1080/13670050.2017.1329273
  6. Wong, Y. K. (2018). Exploring the reading-writing relationship in young Chinese language learners' sentence writing. Reading and Writing: An Interdisciplinary Journal, 31, 945–964. doi:10.1007/s11145-018-9820-2
  7. Wong, Y. K. (2018). Structural relationships between second-language future self-image and the reading achievement of young Chinese language learners in Hong Kong. System72, 201–214. doi:10.1016/j.system.2017.12.003
  8. Wong, Y. K. (2017). The role of radical awareness in Chinese-as-a-second-language learners’ Chinese character reading development. Language Awareness26(3), 211–225. doi:10.1080/09658416.2017.1400039
  9. Wong, Y. K. (2017). Relationships between reading comprehension and its components in young Chinese-as-a-second-language learners. Reading and Writing: An Interdisciplinary Journal, 30, 969–988. doi:10.1007/s11145-016-9708-y
  10. Wong, Y. K., & Shiu, L. P. (2009). 香港少數族裔小學生的中文能力水平 [Chinese language attainment of ethnic minority primary school students in Hong Kong]. Journal of Basic Education, 18, 123-136. https://hkier.cuhk.edu.hk/journal/document/JBE/jbe_v18n2_123-136.pdf

Conference Papers
  1. Wong, Y. K., & Zhou, Y. (2021, July). Reciprocal relationship between Chinese metalinguistic awareness, reading, and spelling in young Chinese language learners: A one–year longitudinal study. Paper to be presented at the twenty-eighth annual conference of Society for the Scientific Study of Reading (SSSR), virtual conference.
  2. Wong, Yu K., & Wong, Yetta K. (2021, July). Contribution of orthographic awareness to Chinese character reading in Chinese L1 and L2 primary students. Paper to be presented at the 6th International Conference on Chinese as a Second Language Research, Washington D. C., USA, virtual conference.
  3. Wong, Y. K. (2020, October). Promoting metalinguistic awareness to support literacy development in Hong Kong’s primary Chinese language classroom. Paper presented at the fifteenth International Conference of the Association for Language Awareness (ALA), Victoria, Australia, virtual conference.
  4. Wong, Y. K., Zhou, Y., & McBride, C. (2020, September). Modelling linguistic correlates’ influences on Chinese spelling: A study of young Chinese language learners. Paper to be presented at the fourth annual conference of Association for Reading and Writing in Asia (ARWA), Beijing, China, virtual conference.
  5. Wong, Y. K. (2019, July). Contributions of linguistic awareness to Chinese reading and spelling in young Chinese language learners. Paper presented at the twenty-sixth annual conference of Society for the Scientific Study of Reading (SSSR), Toronto, Canada.
  6. Wong, Y. K. (2019, April). Role of language proficiency in second-language learning motivation: A study of young Chinese language learners. Paper presented at the American Educational Research Association (AERA) annual conference 2019, Toronto, Canada.
  7. Wong, Y. K. (2018, December). 香港少數族裔小學生中文能力水平及發展追縱研究 [Chinese language competence and development of Hong Kong’s ethnic minority students: A longitudinal study]. Paper presented at the Hong Kong Educational Research Association (HKERA) International Conference 2018, Chinese University of Hong Kong, China.
  8. Wong, Y. K. (2018, June). Relationship between experience and literacy instructional practices in Hong Kong’s CSL teachers. Paper presented at the 5th International Conference on Chinese as a Second Language Research, University of Hong Kong, China.
  9. Wong, Y. K. (2017, November). Facilitating Chinese-as-a-second-language literacy acquisition of ethnic minority students in Hong Kong. Paper presented at the Australian Association for Research in Education (AARE) Conference 2017, Canberra, Australia.
  10. Wong, Y. K. (2016, October). 實證為本的教師培訓:以香港推廣「中國語文課程第二語言學習架構」為例 [Evidence-based teacher training: the case of disseminating the “Chinese Language Curriculum Second Language Learning Framework” in Hong Kong]. Paper presented at the 2016 educational conference held by the Erqi District Education and Sports Department, Zhengzhou city, Henan, China.
  11. Wong, Y. K. (2016, August). Reading Chinese characters in isolation or in words by young Chinese-as-a-second-language learners. Paper presented at the 4th International Conference on Chinese as a Second Language Research, Shanghai, China.

Major Research Projects
  1. Principal Investigator, “Facilitating non-Chinese speaking (NCS) students’ Chinese literacy development: An evidence–based approach.” Standing Committee on Language Education and Research (SCOLAR) Research and Development Projects, 2021-2023, HK$ 1,622,928.
  2. Principal Investigator, “Role of transcription skills in young Chinese language learners’ writing development.” Research Grants Council General Research Fund for 2020/21, 2020-2022, HK$ 633,800.
  3. Principal Investigator, “The development of Chinese literacy proficiency and its relationship with learning motivation in ethnic-minority primary school students.” Public Policy Research Funding Scheme by the Policy Innovation and Co-ordination Office of HKSAR, 2020-2021, HK$ 473,812.
  4. Principal Investigator, “Investigating linguistics and metalinguistic correlates of young L2 Chinese learners’ reading and spelling development.” CUHK Direct Grant for Research, 2019-2020, HK$ 62,000.
  5. Principal Investigator, “Foundational Chinese literacy skills for non-Chinese speaking (NCS) students: An intervention research.” Standing Committee on Language Education and Research (SCOLAR) Research and Development Projects, 2018-2020, HK$ 1,445,205.
  6. Principal Investigator, “Relationships between Chinese oral language and literacy development in primary ethnic minority students in Hong Kong.” CUHK Direct Grant for Research, 2017-2019, HK$ 32,322.
  7. Principal Investigator, “The Chinese literacy development of upper-primary ethnic minority students in Hong Kong: A longitudinal study.” CUHK Direct Grant for Research, 2016-2017, HK$ 40,000.