Recent English globalization has highlighted the need for English language teaching (ELT) to prioritize pragmatic competence for effective international communication rather than ‘native-like’ accuracy. This study examines how this concept of pragmatic competence is reflected in ELT curricula/listening assessments in Hong Kong (HK) and Taiwan from an English as an International Language (EIL) perspective through the lens of situational and interactional authenticity. First, a thematic analysis of secondary ELT curricula in HK and Taiwan was conducted, drawing on pedagogical recommendations from EIL research across four areas: language/(inter)cultural awareness; communication abilities/strategies; language standards/norms/models; and pronunciation teaching foci. Second, quantitative content analysis was applied to listening examination speech samples (2022–2024) to examine situational authenticity (speech events/contexts/interlocutor identities/accents) and interactional authenticity (use of communication strategies). Findings show both curricula acknowledge English's local/global roles and aim to enhance (inter)cultural awareness. They stress the importance of communication skills and suggest exposure to different varieties, but (‘native-like’) pronunciation accuracy remains an implicit target. The listening papers in the two regions reveal notable differences: HK samples are longer, more interactive and locally contextualized, featuring some second language speakers, whereas Taiwan samples are shorter and often decontextualized. Both rely on British/American accents. The HK samples display a wider range and higher frequency of communicative strategies than those in Taiwan, but they both lack certain key features in EIL communication. The paper concludes by making suggestions for curricula and assessments to enhance situational and interactional authenticity, considering their interrelationship, thereby fostering pragmatic competence and preparing learners for real-world international communication.
Translanguaging scholarship has demonstrated how teachers’ use of linguistic and non-linguistic resources in classroom interactions could facilitate teachers to achieve their pedagogical goals and promote students’ learning and participation. However, few qualitative studies have conducted fine-grained analyses of how teachers strategically use translanguaging notes to facilitate students’ learning in a new second-language English-medium-instruction learning environment. Although some studies have explored student-created translanguaging notes, teacher-created translanguaging notes have not received much scholarly attention. To address this under-researched area, this study draws on a refined theoretical framework for researching translanguaging and language learning motivation in context to explore the affordances of translanguaging notes in a Year 7 English-medium-instruction mathematics classroom, where students are undergoing a transition period from first-language (Cantonese) medium instruction to second-language English-medium instruction, in micro-, meso- and macro-levels. This study employs multimodal conversation analysis to analyse classroom interactional data at a micro-level. The micro-level analyses are complemented by both the teacher’s and students’ video-stimulated-recall-interview data that are analysed using interpretative phenomenological analysis, providing analyses at meso- and macro-level. This paper argues that teacher-created translanguaging notes could cater to students’ needs by presenting abstract and complex mathematical concepts through students’ familiar languages, thereby facilitating students’ understanding and memorisation. It is also argued that translanguaging notes could promote students’ second-language learning motivation, particularly for those undergoing the transition.
This review examines Telegram as a communication platform for teaching and assessing pragmatics through a Global Englishes lens within mobile-assisted language learning. Telegram's multimodal features, including group chats, voice messaging, polls and multimedia sharing, support interaction-focused language activities and ongoing teacher−learner communication across diverse educational settings. The review discusses how these features may create opportunities for authentic pragmatic interaction and exposure to varied English-use contexts beyond traditional classroom discourse. At the same time, limitations related to moderation, pedagogical structure, privacy, digital safety and communicative norms are also examined. The review argues that Telegram's educational value depends largely on purposeful task design, teacher mediation and critical engagement with pragmatic variation in digital communication.
