Dr LAM, Sin Manw Sophia   林善敏
Assistant Professor
Department of Chinese Language Studies
Phone No: (852) 2948 8506
Email: ssmlam@eduhk.hk
Contact
Phone
(852) 2948 8506
Email
ssmlam@eduhk.hk
Research Interest
  • Chinese Language Pedagogy
  • Teaching Chinese as a Second Language
  • Teacher Education
  • Second Language Acquisition
  • Motivation Theories
  • Research Methods
Teaching Interest

Currently, I am teaching the following undergraduate and postgraduate courses:

  • Cantonese and Hong Kong Local Culture
  • Chinese Language Pedagogy
  • Theory and Practice of Classroom Language
  • Cantonese Pronunciation and Use of Blackboard
  • Academic Writing and Use of Research Resources
Professional Profile

Academic Qualifications

  • PhD (Applied Linguistics in Education), University College London, Institute of Education
  • MSc (Education: Language – Theory, Practice and Literacy), University of Edinburgh
  • MA (Chinese Language and Literature), The Chinese University of Hong Kong
  • BEd (Languages), major in Chinese Language, The Hong Kong Institute of Education

Professional Qualifcations

  • Full Registration, Secondary Education, Subject: Mandarin, The General Teaching Council for Scotland
  • Qualified Teacher Status (QTS), Department for Education, England
  • Registered Teacher, Hong Kong Education and Manpower Bureau
  • Language Proficiency Assessment for Teachers (Putonghua), Attained with Merit, Hong Kong Examination and Assessment Authority, Hong Kong
  • 國家語言委員會普通話水平測試二級甲等

Academic/Teaching Appointment

  • 01/2021 - present Assistant Professor, Department of Chinese Language Studies, The Education University of Hong Kong
  • 08/2019 - 12/2020 Senior Lecturer, Department of Chinese Language Studies, The Education University of Hong Kong
  • 09/2018 - 08/2019 Postgraduate Teaching Assistant (PGTA), University College London, Institute of Education, United Kingdom
  • 11/2017 - 06/2019 Doctoral School Research Training Programmes (RTP) Facilitator, University College London, Institute of Education, United Kingdom
  • 08/2016 - 03/2019 Vice-warden, Residences Office, University College London, United Kingdom
  • 04/2016 - 07/2016 Secondary school teacher - Cantonese and Mandarin, Scotland
  • 09/2006 - 08/2015 Secondary school teacher - Chinese Language and Putonghua, Hong Kong

Research Interest
  • Chinese Language Pedagogy
  • Teaching Chinese as a Second Language
  • Teacher Education
  • Second Language Acquisition
  • Motivation Theories
  • Research Methods
Teaching Interest

Currently, I am teaching the following undergraduate and postgraduate courses:

  • Cantonese and Hong Kong Local Culture
  • Chinese Language Pedagogy
  • Theory and Practice of Classroom Language
  • Cantonese Pronunciation and Use of Blackboard
  • Academic Writing and Use of Research Resources
Selected Output
Journal Publications
Lam, S.M. (2020). Mapping development and challenges of teaching Mandarin Chinese in England. International Journal of Chinese Language Education, 7, 17-40.
Crawford, J.,Butler-Henderson, K., Rudolph, J., Malkawi, B., Glowatz, M., Burton, R., Magni, P., Lam, S. (2020). COVID-19: 20 countries’ higher education intra-period digital pedagogy responses. Journal of Applied Learning & Teaching, 3(1), 1-20.
Lam, S., Galdames, S., & Tong, V. C. (2019). From a little idea to a project: Establishing a student-staff partnership program to support international students in their MA programme. International Journal for Students As Partners, 3(1), 190-196.

Conference Papers
Lam, S. M., Lam, M. K. & Mak, C. M. (2021, September). Integrating concept-based learning into writing assessment in Chinese as a second language: An exploration in the Hong Kong international school context. British Association for Applied Linguistics (BAAL) 2021 Conference, Northumbria University, United Kingdom.
Huang A., Lam S.M., & Diamantidaki, F. (2019, July). The teaching of Chinese characters: A case study of Mandarin teachers’ understanding of professional learning in the UK. Acquisition of Chinese: Bilingualism and Multilingualism, University of Cambridge, United Kingdom.
Lam S.M., Diamantidaki, F., & Huang, A. (2019, May). Challenging Mandarin teachers’ pedagogical approaches to the teaching of Chinese characters. International Conference on Education, Communication Institute of Greece, Athens, Greece.
Lam S.M. (2018, September). Motivational strategies of Mandarin classrooms in England: A multiple case studies. British Educational Research Association (BERA) Annual Conference, Newcastle, UK.
Wu, J., Lam, S.M. (2018, June). From extrinsic to intrinsic motivation: A case study of character teaching. 15th Annual Chinese Teaching Conference, UCL Institute of Education, UK.
Galdames S., Lam S.M. (2018, April). The experience of Postgraduate International Students in a London university. University College London Education Conference, University College London, UK.
Lam S.M. (2017, July). Motivational Strategies of Mandarin Classroom in England. Chinese Educational Research Association (CERA) Annual Conference, UCL Institute of Education, UK.
Lam S.M., Chan W.K. (2014). 提昇高中學生文言文閱讀能力 To enhance the reading competence of secondary school students in reading classic Chinese. Global Curriculum and Instruction Network (GCIN) Conference 2014, Hong Kong.
Chu K.Y., Suen K.C., Lam S.M., Chan W.K. (2014, July). Students’ Motivation to Produce Mobile-learning (M-learning) Materials. Global Curriculum & Instruction Network (GCIN) Conference 2014, Hong Kong Institute of Education, Hong Kong.
Lam S.M. (2014, June). A comparison study on the integrative motivation of secondary students in Scotland and Hong Kong in learning Mandarin. Asia Pacific Educational Research Association International Conference (APERA) 2014, Hong Kong.

All Other Outputs
Lam, S.M.S (2021). Review of the book Content knowledge in English language teacher education, by D. L. Banegas. Bloomsbury.

Project
Exploring Classical Chinese Reading Strategies of Secondary School Students in Hong Kong
..
Project Start Year: 2021, Principal Investigator(s): LAM, Sin Manw Sophia 林善敏
 
An integrated identity project for preparing interculturally competent foreign language teachers
This project, informed by the existing theories from language teacher identity and interdisciplinary perspectives of intercultural understanding, aims at using foreign language (FL) teacher education programmes as the vehicles to explore reflective, experiential training methods to enhance the pre-service teachers’ awareness of cultural diversity, reduce ethnocentricity, and promote meaningful engagement pre-service FL teachers at undergraduate and postgraduate levels.
Project Start Year: 2020, Principal Investigator(s): GU, Ming Yue Michelle 谷明月, LI, Zhen Jennie 李蓁, Lai, Chun (LAM, Sin Manw Sophia 林善敏 as Co-Investigator)
 
Enhancing Professional Excellence: Developing Motivational Strategies of Pre-Service Teachers in Chinese Language Classrooms
The proposed project aims to: 1) Enhance understanding of language motivational strategies to improve teaching competence of pre-service Chinese language teachers; 2) Develop the skills of pre-service Chinese teachers in implementing motivational strategies in the classrooms so as to enhance professional excellence; 3) Create a motivational strategies handbook to facilitate the teaching and learning of four skills in Chinese language classrooms; 4) Establish a video corpus of motivational strate . . .
Project Start Year: 2020, Principal Investigator(s): LAM, Sin Manw Sophia 林善敏
 
Promoting AI Literacy and Effective Use of AI in Education
The objectives of this project are twofold: firstly to prepare students with AI literacy and secondly to explore and develop AI tools for teaching and learning in a range of academic disciplines. The project will offer a good opportunity not only to develop the AI literacy of students, but also to promote effective use of AI in education as well as to prepare students to adopt AI-powered technology in their future teaching careers.
Project Start Year: 2020, Principal Investigator(s): LI, Wai Keung 李偉強 (LAM, Sin Manw Sophia 林善敏 as Co-Investigator)
 
Understanding the Effectiveness of Concept-driven Classroom through Writing Assessment
The proposed project aims to investigate the understanding of Chinese teachers in assessing concept-based learning s well as to explore how students understand and demonstrate their awareness of concepts in writing assessment.
Project Start Year: 2019, Principal Investigator(s): LAM, Sin Manw Sophia 林善敏