Dr LAM, Ho Cheong    林浩昌 博士
Assistant Professor
Department of Early Childhood Education
Contact
ORCiD
0000-0001-7242-3342
Phone
(852) 2948 7543
Fax
(852) 2948 7160
Email
hclam@eduhk.hk
Address
10 Lo Ping Road, Tai Po, New Territories, Hong Kong
Website
https://pappl.eduhk.hk/rich/web/person.xhtml?pid=79250&name=LAM, Ho Cheong
Scopus ID
7202774965
SDGs
4 - Quality Education
10 - Reduced Inequality
Research Interests
Learning and teaching of Chinese characters, phenomenography and variation theory, multicultural education, and designing technology for learning
Teaching Interests

Learning and teaching of Chinese, research methods in education, and multicultural education


External Appointments

2025. Member of Programme Validation Panel for Postgraduate Diploma in Teaching Chinese to Early Childhood Learners, HKU SPACE.

2024. Reviewer of a proposal for School-level Collaborative Research Fund Scheme, Hong Kong Metropolitan University.

2023-2027. External Examiner of Certificate in Child Rights and Safeguarding, Yew Chung College of Early Childhood Education

2023-2027. External member of Programme Advisory Panel. School of Arts & Humanities, Tung Wah College.

2022-2026. External Examiner for the School of Early Childhood Education (Higher Diploma in Early Childhood Education Programme), Gratia Christian College.

2021. 外部審核員 of 「已離校非華語人士職業中文—學校助理」證書課程（資歷架構第一級和第二級）, 浸信會愛群社會服務處。

2016-present. Editorial board member, Education and Information Technologies http://www.springer.com/computer/general+issues/journal/10639/PSE

2016-2024. External examiner of 7 Doctor of Education or Doctor of Philosophy (Education) candidates of the Faculty of Education, the University of Hong Kong

2019-2026. Advisor, Kowloon City District Kindergarten Heads Association 九龍城區幼稚園校長會顧問

2020. External reviewer of two SCOLAR Research & Development projects

2020. External reviewer of an FDS (Research funding scheme for self-financing sector) proposal for OUHK

2020. External reviewer of a basic research project, National Science Centre, the Ministry of Science and Higher Education, Poland

2017-2019. Reviewer (Language Education). A learning package for kindergarten children entitled 活學探未來. Oxford University Press.

2015-2016. Leader of Professional development project for kindergarten teachers at GaoPi Zhen, Guangdong China. Funded by Tin Ka Ping Foundation.

2011-2015. Leader of Professional development project for kindergarten teachers at Yun County, Yunnan, China. In collaboration with Sowers Action 苗圃行動.

Personal Profile

林浩昌，現任香港教育大學幼兒教育學系助理教授、幼稚園教師語文（中文）、非華語幼兒的中國語文教學專業發展課程主任、前副系主任（課程發展）。樂於研究幼兒學習漢字，大學畢業論文即以此為題。博士論文題為《漢字學習的字形覺識》，獲尤德爵士紀念基金研究生獎學金、香港大學傑出研究生奬。林曾任職港大，開發「現龍計劃」，獲不少小學語文教師青睞。現任教教大，具有十五年以上幼稚園教師培育經驗。作品《大同小異：辨識漢字不同處》獲香港出版雙年獎（語文學習類別出版獎）。主要研究領域包括：幼兒字、詞學與教、現象圖析學與變易理論、多元文化教育、教學資訊科技設計。曾於學術期刊出版量、質的研究成果，論文以中、英文撰寫。獲理學士（香港大學，甲級榮譽）、教育碩士（優異）、哲學碩士、哲學博士。

Lam, Ho Cheong is an Assistant Professor of the Department of Early Childhood Education, the Education University of Hong Kong and is the Programme Leader of Chinese Language Enhancement Programme for Kindergarten Teachers and Professional Development Programme on the Teaching of Chinese Language for Non-Chinese Speaking Children. He was also former Associate Head (Programme Development) of the department. He began to work on the area of children’s learning of Chinese characters as a final year project in his undergraduate study. His Ph.D. thesis was titled Orthographic Awareness for Learning Chinese Characters, for which he received Sir Edward Youde Memorial Fund Fellowship for Postgraduate Research Students and Award for Outstanding Research Postgraduate Student. He was one of the founders of the Dragonwise Projects at HKU, which are widely known by the primary school Chinese language teachers. While at EduHK, he has gained more than fifteen years of experience in teacher education for early childhood education. His recent book Discerning the Differences in Chinese Characters has received Hong Kong Publishing Biennail Awards (Publication award of Language Learning category). His research lies in the areas of the teaching and learning of Chinese characters, phenomenography and variation theory, multicultural education, and designing technology for learning. He has published qualitative as well as quantitative research in a wide range of journals in both English and Chinese. He received a B.Sc. (First Class Honours, HKU), M.Ed. (Distinction), M.Phil., and Ph.D..


My youtube channel:

https://www.youtube.com/@hocheonglam


Functional posts at EdUHK

2022-2024. Chair of Board of Examiners (Early Childhood Education Programmes). Faculty of Education and Human Development

2017-Present. Programme Coordinator / Programme Leader. Professional Development Programme on the Teaching of Chinese Language for Non-Chinese Speaking Children

2019-2024. Person-in-charge and Programme Leader. SCOLAR Chinese Language Enhancement Programme for Kindergarten Teachers – Foundation and Extended Course

2020-2021. Field Experience Coordinator (B.Ed. (ECE) FT), Faculty of Education and Human Development

2014–2019. Associate Head (Programme Development), Department of Early Childhood Education

2012–2014. Programme Coordinator and Field Experience Coordinator (B.Ed. (ECE) 4-Year FT, Years 3 and 4), Faculty of Education Studies

2010. Associate Head, Department of Early Childhood Education

2009–2010. Chair of Teaching and Learning, Department of Early Childhood Education

2009–2011. Elected Academic Staff Member of Departmental Management Committee, Department of Early Childhood Education

2009–2010. Elected Academic Staff Member of Departmental Review Committee, Department of Early Childhood Education


Invited presentations

2024. Invited talk for parents

Topic: 幼兒語文學習的謬誤

合一堂單家傳紀念幼稚園，2024年1月19日。

2021. Invited presentation.

Topic: 非華語幼兒學習與教學面臨的挑戰：由非華語學中文到多元文化教育

保良局屬下幼稚園教育研討會：「同心同德展未來」，2023年12月1日，保良局總部莊啟程大廈梁王培芳堂，香港。

2023. Invited discussant

Topic: Multicultural Education in Early Childhood

An International Online Forum for Early Childhood Educators, by the Department of Early Childhood Education, The Education University of Hong Kong, 20 Oct 2023, Hong Kong, Zoom.

2023. Invited workshop for teachers

Topic: 教師專業發展活動（非華語幼兒中文教學）

崇真會白田美善幼稚園，2023年3月18日。

2022. Invited workshop for teachers

Topic:「幼師教授語文須注意的事項」教師工作坊

聖公會聖基道幼兒園（葵涌），2022年12月23日。

2022. Invited workshop for teachers

Topic: 教師專業發展活動（非華語幼兒教學）

路德會利東幼兒園，2022年8月19日。

2022. Invited talk for parents

Topic: 家長工作坊：孩子學語文，父母有方法。

聖公會聖基道幼兒園（葵涌），2022年3月12日。

2021. Invited talk for parents

Topic: 孩子學語文，父母有方法

和富社會企業，賽馬會社區持續抗逆基金—家校小一銜接學堂，阿媽ICU網上研討會，2021年11月24日，香港。

2021. Invited presentation.

Topic: 教師的行動研究

Po Leung Kuk Child Care Services Development Day for teaching staff of 26 Kindergarten-cum-Nursery and Day Creche, 19 Nov 2021, Heung Yee Kuk New Territories Building, Hong Kong.

2021. Invited symposium discussion by SCOLAR

Topic: Evolving Pedagogical and Subject Training Needs of Frontline Teachers on Supporting NCS Students Learning Chinese

The 25th Anniversary Conference of the Standing Committee on Language Education and Research (SCOLAR), 25 June 2021, The Hong Kong Science Park, Hong Kong

2021. Invited presentation by the Education University of Hong Kong, United Arab Emirates University, & University of Finland

Topic: Mixed methods? But the methodological assumptions of qualitative and quantitative research are different

International Graduate studies’ Seminar 2021: Innovative Approaches in Teaching, Learning and Research, 26-28 Jan 2021, Zoom

2019. Invited seminar by Faculty of Education, the University of Hong Kong

Topic: The phenomenography of Chinese characters: children’s and teachers’ ways of seeing and their implications to teaching

21 February 2019, the University of Hong Kong, Hong Kong

2016. Invited presentation by National University of Singapore

Topic: Engaging teachers in identifying learners’ ways of seeing for improving their teaching of Chinese characters and words

Asia-Pacific Symposium for the Teaching of Asian Languages, The Seventh CLS International Conference, 1-3 December 2016, National University of Singapore, Singapore

2016. Invited presentation by Munsang College

Topic: How do children see the object of learning? An example sharing on teaching Chinese characters and words

Conference on Revisiting Kindergarten Education: Succession of its Values and Practices, 23 April 2016, Munsang College, Hong Kong

2014. Invited presentation by National University of Singapore

Topic: Learning Chinese characters, phenomenography, and Dragonwise projects

Asia-Pacific Symposium for the Teaching of Asian Languages, The Sixth CLS International Conference, 4-6 December 2014, National University of Singapore, Singapore


Media interviews/articles

2025年5月13日

教大GPS：再談用英語教非華語幼兒中文

https://ol.mingpao.com/ldy/family/parentchild/20250513/1747070366655/

2025年3月18日

教大GPS：用英語教非華語幼兒中文

https://ol.mingpao.com/ldy/family/parentchild/20250318/1742235266342

2025年2月4日

教大GPS：學校族裔平等的實踐

https://ol.mingpao.com/ldy/family/parentchild/20250204/1738603648780

2025年1月7日

教大GPS：不要混淆國籍、族裔、語言

https://ol.mingpao.com/ldy/family/parentchild/20250107/1736182699823

2024年12月24日

教大GPS：省思對非華語人士的偏見

https://ol.mingpao.com/ldy/family/parentchild/20241224/1734972375909

2024年11月26日

教大GPS：教學活動和學習意義

https://ol.mingpao.com/ldy/family/parentchild/20241126/1732553888919

2024年11月12日

教大GPS：漢字部件與字義 未必相關

https://ol.mingpao.com/ldy/family/parentchild/20241112/1731343286351

2024年10月29日

教大GPS：怎樣教非華語生中華文化？

https://ol.mingpao.com/ldy/family/parentchild/20241029/1730137788741

2024年10月15日

教大GPS：小朋友可否沒有英文名？

https://ol.mingpao.com/ldy/family/parentchild/20241015/1728926861674

2024年10月1日

教大GPS：學習是什麼？

https://ol.mingpao.com/ldy/family/parentchild/20241001/1727717498532

2024年9月3日

教大GPS：習字未必需重複抄寫

https://ol.mingpao.com/ldy/family/parentchild/20240903/1725297374652

2024年8月20日

教大GPS：如何指導小朋友做功課？

https://ol.mingpao.com/ldy/family/parentchild/20240820/1724088199979/

2024年6月25日

教大GPS：語文教學與評估的不同

https://ol.mingpao.com/ldy/family/parentchild/20240625/1719250688293/

2024年5月14日

教大GPS：助小朋友分辨粵語讀音

https://ol.mingpao.com/ldy/family/parentchild/20240514/1715624112693/

2024年4月2日

教大GPS：分析文字部件

https://ol.mingpao.com/ldy/family/parentchild/20240402/1711992775344/

2023年12月26日

教大GPS：教語文形式勿忘意義

https://ol.mingpao.com/ldy/family/parentchild/20231226/1703522276649/

2023年9月19日 明報

教大GPS：語文教學的形式與意義取向

https://ol.mingpao.com/ldy/family/parentchild/20230919/1695055678211/

2023年8月8日 明報

教大GPS：填詞學粵語字調

https://m.mingpao.com/ldy/family/parentchild/20230808/1691432333041/

2023年7月25日 明報

教大GPS：為何要為非華語學生改規矩？

https://ol.mingpao.com/ldy/family/parentchild/20230725/1690222881963/

2023年6月13日 明報

教大GPS：學習——提升能力與培養興趣

https://ol.mingpao.com/ldy/family/parentchild/20230613/1686593725506/

2023年5月16日 明報

教大GPS：拜神、戒口、印巴籍、包容

https://ol.mingpao.com/ldy/family/parentchild/20230516/1684174100051/

2023年4月28日 大公報

親子互動 提升閱讀興趣

http://paper.takungpao.com/WEEKLY/20230428-JX/p5_CompressPdf.pdf

2023年4月18日 明報

教大GPS：反思「文化回應教學」

https://ol.mingpao.com/ldy/family/parentchild/20230418/1681754499339/

2023年3月21日 明報

教大GPS：非華語學生學中文

https://ol.mingpao.com/ldy/family/parentchild/20230321/1679336467526/

2023年1月24日 明報

教大GPS：再談非華語學生的中文教學

https://ol.mingpao.com/ldy/family/parentchild/20230124/1674495725302/

2022年12月27日 明報

教大GPS：聖誕當然要慶祝？

https://ol.mingpao.com/ldy/family/parentchild/20221227/1672079525997/

2022年9月20日 明報

教大GPS：錫克伊斯蘭分不清

https://ol.mingpao.com/ldy/family/parentchild/20220920/1663611886479/

2022年6月14日 明報

教大GPS：「少數族裔」還是「非華語」？

https://ol.mingpao.com/ldy/family/parentchild/20220614/1655142719121/

2022年4月5日 明報

教大GPS：來自香港的非華語學生

https://ol.mingpao.com/ldy/family/parentchild/20220405/1649095109024/

2022年3月8日 明報

教大GPS：由支援非華語學生 到促進多元文化學習

https://ol.mingpao.com/ldy/family/parentchild/20220308/1646676753110/

2022年1月4日 明報

教大GPS：生活中欣賞非華語文化

https://ol.mingpao.com/ldy/family/parentchild/20220104/1641232529896/

2021年12月7日 香港電台 CIBS節目：幼教「知」「行」

快樂共融

https://www.rthk.hk/radio/pth/programme/g1121_earlychildhood_education/episode/783732

2021年11月24日 賽馬會社區持續抗逆基金—家校小一銜接學堂: 阿媽 ICU 網上研討會

孩子學語文，父母有方法

https://www.facebook.com/thewellnessjourney.hk/videos/418289729939957

2021年5月25日 明報

教大GPS：幼園生已有膚色既定印象

https://ol.mingpao.com/ldy/family/parentchild/20210525/1621881352291/

2021年2月16日 明報

教大GPS：多元文化教學實踐

https://ol.mingpao.com/ldy/family/parentchild/20210216/1613412190298/

2020年10月27日 明報

教大GPS：3本繪本 提升種族多元意識

https://ol.mingpao.com/ldy/family/parentchild/20201027/1603736459823/

2020年7月12日 商業電台 叱咤903 兒童適宜

Topic: new book introduction and children's learning of Chinese

2020年06月23日 明報

教大GPS：再談幼園教師的非華語文化覺醒

https://ol.mingpao.com/ldy/family/parentchild/20200623/1592851459859/

2020年04月21日 明報

教大GPS：幼稚園教師的非華語文化覺醒

https://ol.mingpao.com/ldy/family/parentchild/20200421/1587409293299/

2017年02月05日 蘋果新聞

【教你寫字】教局字表玩殘家長老師 專家：應參考主流寫法

https://collection.news/appledaily/articles/RJWYYULK6MW7SVL5OQKIISFFPQ

2016年3月20日 新城數碼生活台 爸媽・寶寶・遊樂園

Topic: learning simplified Chinese characters

2015年4月23日 BBC News

Toddlers prepare for their first big interview

https://www.bbc.com/news/magazine-32040752


Previous Projects:

現龍第二代 2001-2002：

https://www.youtube.com/watch?v=XskNqLaJiCo

現龍樂在詞中 1999-2001：

https://www.youtube.com/watch?v=RdfWZ2evlso&t=151s

漢 1990-1991：

https://www.youtube.com/watch?v=8gmwu2Nn6wo

Research Interests
Learning and teaching of Chinese characters, phenomenography and variation theory, multicultural education, and designing technology for learning
Teaching Interests

Learning and teaching of Chinese, research methods in education, and multicultural education


External Appointments

2025. Member of Programme Validation Panel for Postgraduate Diploma in Teaching Chinese to Early Childhood Learners, HKU SPACE.

2024. Reviewer of a proposal for School-level Collaborative Research Fund Scheme, Hong Kong Metropolitan University.

2023-2027. External Examiner of Certificate in Child Rights and Safeguarding, Yew Chung College of Early Childhood Education

2023-2027. External member of Programme Advisory Panel. School of Arts & Humanities, Tung Wah College.

2022-2026. External Examiner for the School of Early Childhood Education (Higher Diploma in Early Childhood Education Programme), Gratia Christian College.

2021. 外部審核員 of 「已離校非華語人士職業中文—學校助理」證書課程（資歷架構第一級和第二級）, 浸信會愛群社會服務處。

2016-present. Editorial board member, Education and Information Technologies http://www.springer.com/computer/general+issues/journal/10639/PSE

2016-2024. External examiner of 7 Doctor of Education or Doctor of Philosophy (Education) candidates of the Faculty of Education, the University of Hong Kong

2019-2026. Advisor, Kowloon City District Kindergarten Heads Association 九龍城區幼稚園校長會顧問

2020. External reviewer of two SCOLAR Research & Development projects

2020. External reviewer of an FDS (Research funding scheme for self-financing sector) proposal for OUHK

2020. External reviewer of a basic research project, National Science Centre, the Ministry of Science and Higher Education, Poland

2017-2019. Reviewer (Language Education). A learning package for kindergarten children entitled 活學探未來. Oxford University Press.

2015-2016. Leader of Professional development project for kindergarten teachers at GaoPi Zhen, Guangdong China. Funded by Tin Ka Ping Foundation.

2011-2015. Leader of Professional development project for kindergarten teachers at Yun County, Yunnan, China. In collaboration with Sowers Action 苗圃行動.

Research Outputs
Scholarly Books, Monographs and Chapters
Research book or monograph (author)
林浩昌 (2020)。 大同小異：辨識漢字不同處。香港: 牛津大學出版社。 https://shop.oupchina.com.hk/products/9789888635511
Chapter in an edited book (author)
祁永華、劉仲池、林浩昌、吳柏基 (2012)。 如何透過電腦學習軟件幫助少數族裔學生建立中文字的觀念。載於叢鐵華、岑紹基、祁永華、張群英(編輯)， 香港少數族裔學生學習中文的研究：理念、挑戢與實踐 (143-157)。香港: 香港大學出版社。
Lam, H.C. (2010). Orthographic awareness. F. Marton, S.K. Tse, and W.M. Cheung, On the Learning of Chinese (53-74). Rotterdam, The Netherlands: Sense Publishers.
祁永華、謝錫金、岑紹基、林浩昌 (2005)。 變易理論與學習空間。祁永華、謝錫金、岑紹基編， 變易理論與學習空間 (1-18)。香港: 香港大學出版社。
祁永華、鍾嶺崇、劉仲池、林浩昌、黎志賢、高寶玉、賴銘琛 (2004)。 從協作中創造。謝錫金、祁永華、岑紹基、林小苹編， 漢語文教學網絡建構研究及課堂應用 (142-156)。廣東: 廣東高等教育出版社。
謝錫金、祁永華、岑紹基、林浩昌 (2004)。 高效支援教學。謝錫金、祁永華、岑紹基、林小苹編， 漢語文教學網絡建構研究及課堂應用 (16-33)。廣東: 廣東高等教育出版社。

Journal Publications
Publication in refereed journal
Lam, H.C. (2024). Applying variation theory in learning Chinese characters. International Journal of Chinese Language Education, 12, 165-186. https://ijcle.eduhk.hk/article/335
Lam, H.C. (2023). How kindergarten teachers experience teaching for ethnically diverse children: A phenomenographic study. Scandinavian Journal of Educational Research, 68(7), 1503-1521. https://doi.org/10.1080/00313831.2023.2250377
Lam, H.C. (2022). The pedagogy of learning: Engaging teachers in observing children’s spoken word errors for professional development. International Journal of Chinese Language Education, 11, 1-28. http://ijcle.eduhk.hk/en/catalog/No.11/01/
Lam, H.C. (2022). Teachers’ understanding of cultural diversity: Phenomenography of ethnically diverse children in Hong Kong. Multicultural Education Review, 14(1), 28- 47. https://doi.org/10.1080/2005615X.2022.2040143
Lam, H.C. (2020). Linguistic variation in Chinese characters: Knowledge essential for teachers. e-FLT – Electronic Journal of Foreign Language Teaching, 17 (Suppl. 2), 489-504.
Lam, H.C. (2019). Revisiting variation affordance: Applying variation theory in the design of educational software. Interactive Learning Environments, 0, 1-12.
Lam, H.C. (2019). The phenomenography tradition in the study of classroom teaching. International Journal of Research & Method in Education, 42(5), 513-524.
Ng, C. S. M., Chai, W., Fok, H. K., Chan, S. P., Lam, H. C., & Chung, K. K. H. (2019). Building preschool teachers' capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study.. Journal of Early Childhood Teacher Education, online, 1-22.
Lam, H.C. (2017). Using phenomenography to investigate the enacted object of learning in teaching activities: The case of teaching Chinese characters in Hong Kong preschools. Scandinavian Journal of Educational Research, 61(2), 169-186.
Lam, H.C. (2016). An investigation of preschool teachers’ ways of seeing action research using phenomenography. Educational Research for Policy and Practice, 15(2), 147-162.
Lam, H.C. (2015). Designing teaching based on learners’ ways of seeing the object of learning. e-FLT – Electronic Journal of Foreign Language Teaching, 12(suppl. 1), 332-345.
Lam, H.C. (2015). An exploratory study on Primary 3 student writing of Chinese characters at their teachers’ dictation. Journal of Educational Research and Development 教育研究與發展期刊, 11(2), 33-60.
Lam, H.C. (2014). Different ways that preschool teachers taught children to write Chinese characters in Hong Kong classrooms. Educational Research Journal, 29(1&2), 41-67.
林浩昌 (2014)。 學前認讀字詞評估方式：現象圖析學分析。 師大學報：語言與文學類，59(2)，105-134。
Lam, H.C. (2014). Elaborating the concepts of part and whole in variation theory: The case of learning Chinese characters. Scandinavian Journal of Educational Research, Retrieved from http://dx.doi.org/10.1080/00313831.2012.732604, 58(3), 337-360.
Lam, H.C. & Tsui, A.B.M. (2013). Awareness of orthographic structure in children’s learning of Chinese characters. Contemporary Educational Research Quarterly, 21(3), 83-111.
Lam, H.C. (2013). On generalization and variation theory. Scandinavian Journal of Educational Research, 57(4), 343-356.
Lam, H.C. & Tsui, A.B.M. (2013). Drawing on the variation theory to enhance students’ learning of Chinese characters (doi:10.1007/s11251-013-9264-7). Instructional Science, Retreived from http://dx.doi.org/10.1007/s11251-013-9264-7, 41(2), 955-974.
林浩昌 (2012)。 學前字、詞教學：現象圖析學分析。 華語文教學研究，9(3)，47-73。
Lam, H.C. (2011). Critical analysis of the various ways of teaching Chinese characters. e-FLT – Electronic Journal of Foreign Language Teaching, 8(1), 57-70.
林浩昌 (2010)。 幼教研究方法重要概念學習清。 香港幼兒學報，9(2)，79-87。
Lam, H. C. (2008). An exploratory study of the various ways that children read and write unknown Chinese characters. Journal of Basic Education, 17 (1), 73-97.
Lam, H.C., Ki, W.W., Chung, A.L.S., Ko, P.Y., Lai, A.C.Y., Lai, S.M.S., Chou, P.W.Y., & Lau, E.C.C. (2004). Designing learning objects that afford learners the experience of important variations in Chinese characters. Journal of Computer Assisted Learning, 20(2), 114-123.
Ki, W.W., Tse, S.K., Shum, M.S.K., & Lam, H.C. (2003). The introduction of a computerised network to support educational change in Hong Kong. Education and Information Technologies, 8(2), 147-164.
Chung, A.L.S., Ki, W.W., Lam, H.C., Ko, P.Y., Chou, P.W.Y., Lau, E.C.C., Lai, A.C.Y., & Lai, S.M.S. (2003). Teacher participation and empowerment: a critical process in developing ICT curriculum materials and classroom practice. Information Technology, Education and Society, 4(1), 39-54.
Ki, W.W., Lam, H.C., Chung, A.L.S., Tse, S.K., Ko, P.Y., Lau, C.C., Chou, W.Y., Lai, C.Y., & Lai, M.S. (2003). Structural awareness, variation theory, and ICT support. L1: Educational Studies in Language and Literature, Special Issue: ICT and the Transformation of the L1 Curriculum: Implications for Teacher Educators, 3(1-2), 53-78.
Lam, H.C., Ki, W.W., Law, N., Chung, A.L.S., Ko, P.Y., Ho, A.H.S., & Pun, S.W. (2001). Designing CALL for learning Chinese characters. Journal of Computer Assisted Learning, 17(1), 115-128.
Lam H.C, Ki. W.W, A.L.S. Chung & Ko, PY. (2000). Experience in Designing Databases for Learning Chinese Characters. International Journal of Computer Processing of Oriental Languages, 13, 351-375.
Law, N., Ki. W.W, A.L.S. Chung, Ko, PY & Lam H.C. (1998). Children’s Stroke Sequence Errors in Writing Chinese Characters. , Reading and Writing: An Interdisciplinary Journal, 10, 267-292.
Lam, H.C., Pun, K.H., Leung, S.T., Tse, S.K., & Ki, W.W. (1993). Computer-assisted-learning for learning Chinese characters. Communications of COLIPS: An International Journal of Chinese and Oriental Languages Information Processing Society, 3(1), 31-44.

Conference Papers
Invited conference paper
Lam, H.C. (2024, December). Induction vs Contrast: Effective Ways to Teach the Functions of Components in Chinese Characters. Invited presentation in the Asia-Pacific Symposium for the Teaching of Asian Languages, The Tenth CLS International Conference: Evolving Trends in Foreign Language Education: Past Lessons, Present Reflections, Future Directions, Singapore.
Lam, H.C. (2019, February). The phenomenography of Chinese characters: Children's and teachers' ways of seeing and their implications to teaching. Invited seminar by Division of Chinese Language & Literature, Faculty of Education, the University of Hong Kong, Hong Kong.
Lam, H.C. (2018, December). Enhancing awareness of linguistic variation in Chinese characters for teachers. Invited presentation in the Asia-Pacific Symposium for the Teaching of Asian Languages, The Eighth CLS International Conference: Motivation, Identity and Autonomy in Foreign Language Education, Singapore.
Lam, H.C. (2016, December). Engaging teachers in identifying learners’ ways of seeing for improving their teaching of Chinese characters and words. Invited presentation in the Asia-Pacific Symposium for the Teaching of Asian Languages, The Seventh CLS International Conference Learning in and beyond the classroom: Ubiquity in foreign language education, Singapore.
Lam, H.C. (2016, April). How do children see the object of learning? An example sharing on teaching Chinese characters and words. Invited presentation in the conference Revisiting Kindergarten Education: Succession of its Values and Practices, Hong Kong.
林浩昌 (2016，4). 幼兒怎樣看學習內容？以字詞教學為例。幼稚園教育研討會：再思幼稚園教育：價值與實踐的承傳，香港。
Lam, Ho Cheong (2015, April). Learning Chinese characters, phenomenography, and the dragonwise projects. Paper presented at the Conference for Research in Early Childhood Education: Promoting social-emotional development in young children: A prevention science perspective, Singapore.
Lam, H.C. (2014, December). Learning Chinese characters, Phenomenography, and the Dragonwise Projects. Invited presentation in the Asia-Pacific Symposium for the Teaching of Asian Languages, The Sixth CLS International Conference, Singapore.
Ki, W.W., Cheung, W.M., Ng, E., Lau, E., Wong, S., Pang, M.F., Lam, H.C., & Marton, F. (2014, June). Open software to enhance learners’ discernment and connection of features of Chinese characters. Paper presented in International Conference – When East Meets West: The Teaching and Learning of Reading and Writing in the Multilingual and Multicultural Context, 13-14 June 2014, The University of Hong Kong, Hong Kong.
Refereed conference paper
Lam, H.C. (2024, August). Which is better, Induction, Contrast, or Control? An intervention study to test the conjecture of variation theory. Paper presentation at EARLI SIG 9 Phenomenography and Variation Theory Conference: Phenomenography and variation theory – the core, the diversity and the potential, Sweden.
Lam, H.C. (2023, December). Kindergarten teachers’ way of experiencing teaching for ethnically diverse children: A phenomenographic study. Paper presentation at HKERA-APERA International Conference 2023, Hong Kong.
劉雪沁, 林浩昌 (2019，7). 以圖畫書為策略之幼兒中文課程教學研究。論文發表於「第五屆國際漢語教學研討會​」
Lam, H.C. (2016, August). Using phenomenography to study enacted object of learning: The case of teaching children to recognize Chinese characters. Extended abstract presented in EARLI SIG 9 Phenomenography and Variation Theory Conference Different horizons: setting directions for phenomenographic research, Gothenburg, Sweden.
Ki, W.W., Cheung, W.M., Ng, E., Lau, E., Wong, S., Pang, M.F., Lam, H.C., & Marton, F. (2014, June). Software to enhance tone learning by annotation language speakers through variation. Paper presented at the International Association for the Improvement of Mother Tongue Education (IAIMTE) International Conference: When East Meets West: The teaching and learning of reading and writing in the multilingual and multicultural context
Tam, P. C., Zhang, Y., & Lam, H. C. (2012, November). Enhancing the teaching at performance tasks in kindergartens via learning study in Hong Kong. Paper presented at The World Association of Lesson Studies International Conference 2012, Singapore.
Lam, H.C. (2012, August). On generalization and variation theory. Extended abstract presented in EARLI SIG 9 Phenomenography and Variation Theory Conference, Jönköping, Sweden.
Lam, H. C. (2009，5). 兒童認讀與書寫陌生漢字字形的不同方法。論文發表於「幼兒教育專業、品質與卓越：幼教課程與幼兒園經營」學術研討會，台灣。
Lam, H. C. (2006, April). How children read and write unknown characters?. Paper presented at the 2nd International Conference on Chinese Literacy Education, Beijing.

All Other Outputs
Postgraduate research theses
Lam, H. C. (2006). Orthographic Awareness in Learning Chinese Characters. Hong Kong: Faculty of Education, the University of Hong Kong.

Projects
Chinese Language Enhancement Programme for Kindergarten Teachers 2023/24

Project Start Year: 2023, Principal Investigator(s): LAM, Ho Cheong

 
Innovative Pedagogy for Teaching Chinese Characters: An Interventional Study to Test Variation Theory
Learning Chinese characters is immensely hard. More rigorous interventional studies that examine the taken-for-granted practice of teachers are lacking. This project is about how learning can be enhanced in the context of teaching characters. The specific purpose of the project is to ascertain more effective way to foster children’s awareness of the function of components in characters, which is to become aware of the functions components of characters can play in signifying the meanings of the characters. This project puts the conjecture of variation theory to the test. Experimental design is adopted with about 150 (K3) children, recruited from three mainstream kindergartens, randomly assigned to three instructional conditions: Induction, Contrast, and Control. In classrooms, the same set of 16 characters are taught in different order in the three conditions. Pre-, immediate post-, and delayed post-tests are administered before, right after, and also three weeks following the teaching. The expected benefit of this interventional study is its intended contribution to the theoretical development of variation theory. Moreover, the results also inform the everyday practice of teaching in schools.
Project Start Year: 2023, Principal Investigator(s): LAM, Ho Cheong

 
Chinese Language Enhancement Programme for Kindergarten Teachers
Provide professional development courses for kindergarten teachers on improving the teaching of Chinese language.
Project Start Year: 2022, Principal Investigator(s): LAM, Ho Cheong

 
Enhancing Children’s Learning of Chinese Characters: A Pilot Interventional Study to Test Variation Theory
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Project Start Year: 2020, Principal Investigator(s): LAM, Ho Cheong 林浩昌

 
Chinese Language Enhancement Programme for Kindergarten Teachers - Foundation
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Project Start Year: 2020, Principal Investigator(s): LAM, Ho Cheong 林浩昌

 
Chinese Language Enhancement Programme for Kindergarten Teachers – Extended
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Project Start Year: 2020, Principal Investigator(s): LAM, Ho Cheong 林浩昌

 
Chinese Language Enhancement Programme for Kindergarten Teachers 幼稚園教師語文(中文) 專業發展課程
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Project Start Year: 2019, Principal Investigator(s): LAM, Ho Cheong 林浩昌

 
A Multi-disciplinary Research Programme in Child Development
This research programme is directed at research that seeks to improve key child developmental outcomes (physical and psychological well-being, numeracy, literacy, cognitive and socio-emotional skills), and research designed to understand how these outcomes develop. The project that is the subject of this application is the first phase of a longitudinal study. It will examine the interplay between children’s psychological and physical characteristics and how they interact with their experiences in kindergarten to influence the aforementioned developmental outcomes. Deliverables of this research programme include population representative data that can guide policy decisions and programme design. In the longer term, findings will aid in the development of novel interventions that can transform childhood education practices (e.g. practices that improve executive functioning and socio-emotional skills).
Project Start Year: 2018, Principal Investigator(s): LEE, Kerry (LAM, Ho Cheong as Co-Principal Investigator)

 
Provision of Services for a “Professional Development Programme on Catering for Students with Diverse Needs in Kindergartens” for the 2017/18 School Year
This programme aims to provide kindergarten teachers with an overview of the diverse developmental needs of children in kindergartens and promote teachers’ understanding of the importance of early identification and intervention through equipping them with knowledge and skills in supporting kindergarten children with developmental and learning needs, including those at risk for developmental delay. This programme also has a practical orientation and focuses on building the capacity of teachers on curricula and instructional strategies adaptation and also how to work with families and other professionals in the community.
Project Start Year: 2017, Principal Investigator(s): LAM, Ho Cheong 林浩昌

 
NO HKJ: Support for Ethnic Minority Students in Local Kindergarten for Effective Learning of Chinese - Professional Development Programmes and Scholarships for Multicultural Teaching Assistants ("MTA")
The mission is to give all multicultural learners equal opportunity to receive education and care in an inclusive environment in kindergartens in Hong Kong. The project aims to fill in the gaps to foster these children's learning of Chinese and to facilitate their early integration into the local education system and the community. Based on the concept of capacity building, the designated team from The Education University of Hong Kong will focus on the development and professional training of four particular groups of practitioners, namely social service professionals (P), school leaders (L), educators (E), and multicultural teaching assistants (M). The PLEM capacity building is expected to support inclusive education in local ECE settings through a home-school-community model taking the cultural responsive approach.
Project Start Year: 2016, Principal Investigator(s): CHUNG, Kevin Kien Hoa 鍾杰華 (LAM, Ho Cheong 林浩昌 as Co-Investigator)

 
Development of High Quality E/Blended Learning Materials for Honours Project I for Five-Year BEd Programme (Phase I)
This project aims at developing high quality e/blended learning materials for the Honours Project I course of the five-year BEd programme.
Project Start Year: 2014, Principal Investigator(s): (LAM, Ho Cheong 林浩昌 as Co-Investigator)

 
A visit to the preschools and educational institutions in Yunnan, China for exploration of research and teacher development collaboration
Recently, there are a lot of drastic developments occurring in the preschools in China. Colleagues in the ECE-related departments at IED have plenty of preschool professional experience gained in Hong Kong, which should enable them to play a leading role in the recent preschool developments in China. The long-term goal of this project is to develop a platform that enables ECE-related colleagues to do research and teacher development projects with preschools in the rural areas of China. As such, in this special project, I plan not just to visit the preschools but also to meet up with education officials and university researchers there, hopefully to build up the links for future research and teacher development collaboration. Thus the long-term goal of this special project is to strengthen the links of the ECE department with the education research institutions in China. This special project is in collaboration with Sowers Action 苗圃行動.
Project Start Year: 2012, Principal Investigator(s): LAM, Ho Cheong 林浩昌

 
Children’s writing of Chinese characters at their teachers’ dictation
This study investigates how children learn to write Chinese characters in a school. Sample writings of over 100 junior primary children produced in at least 10 dictation lessons will be collected over a school term. It is estimated that the children will write a total of over 1,200 characters at their teachers’ dictation after they have been taught to write the characters. Both descriptive and inferential statistics will be used to analyze the children’s writings. How well the children write the characters will be statistically analyzed with regard to its relation to a variety of factors such as the linguistic features of the characters. The errors that the children make in writing the characters will also be classified into several qualitatively different categories. The results from this study will be discussed in terms of how the children learn to write the characters and in turn what teachers should do to teach children to write the characters.
Project Start Year: 2012, Principal Investigator(s): LAM, Ho Cheong 林浩昌

 
A phenomenographic study on the learning and teaching of Chinese characters in preschools
This phenomenographic study investigates the learning and teaching of Chinese characters through the observation of teaching activities in kindergartens and child care centres. There are two research questions: 1. What does it take for children to learn characters (i.e., What do children learn?) 2. What are the various categories of teaching activities that teachers use to teach children to recognize and write characters? (i.e., How do teachers teach?) This study is characterized by examining the object of learning in the teaching activities (rather than simply providing samples of various teaching activities). In this respect, this study is an endeavor to theorize the everyday learning and teaching experience of children and teachers in preschools.
Project Start Year: 2011, Principal Investigator(s): LAM, Ho Cheong 林浩昌

 
Developing and evaluating e-portfolio for the final year project (FYP)
An e-portfolio is typically a collection of work or ‘artifacts’ selected by a student to:
• showcase his or her abilities;
• provide evidence that learning has occurred;
• evidence that learning outcomes have been met.
In addition to these artifacts or ‘evidence of learning’ there is often an element of reflection on the tasks reported. The most attractive feature of an e-portfolio is the high student involvement in putting together the contents of an e-portfolio, often through discussion or negotiation with teacher. The portfolio provides a more rounded and reliable assessment of learning achieved than written examinations or essay assignments alone. Because of the ownership of the portfolio by the student, each portfolio is individual and unique. The proposed TDG will try to develop an e-portfolio of collecting student works (such as literature, results, and final report write-up), teacher’s e-comments, peer online evaluation, and student self-evaluation. The rubrics of evaluating e-portfolio are two folds. The first is the assessment of generic rubrics, this will be evaluated in 7 generic areas, such as problem solving, critical and reflective thinking, creative and innovative thinking, ethical understanding and decision making, effective communication, social interaction, and global and multi-cultural perspective. The second fold is the assessment of specific rubrics set from the course outline (CILOs – Course Intended Learning Outcomes) and student interest. Students are asked to set their own rubric for assessing their learning. All assessments are evaluated by students themselves and teacher. All assessments are kept and plotted with a graph to show student learning process throughout the course. Student can understand their learning process with their own graph and a graph plotted by teacher’s evaluation.
Project Start Year: 2011, Principal Investigator(s): LEUNG, Chi Hung 梁智熊 (LAM, Ho Cheong 林浩昌 as Co-Investigator)

 
Orthographic Awareness in Learning Chinese Characters
Most existing studies on children’s learning of Chinese characters adopt an approach to examine how well children of different ages are sensitive to certain isolated aspects of the characters. For example, whether do children knows that the function of the component 女 ‘female’ per se is to signify a meaning of ‘tree’ in the character 媽 maa1 ‘mother?’ Different from this, the present project adopts a more holistic approach and attempts to investigate children’s sensitivity to the orthographic structure of the whole characters, i.e., how the characters as a whole are composed from their components to denote their meanings. For example, whether do children recognize that the character 努 nou5 ‘effort’ is made up of 奴 nou4 and 力 ‘power’ and the 女 ‘female’ neoi5 in the top left of努 is only part of the 奴 and has nothing to do with the meaning or sound of the whole character 努? Such understanding of the orthographic structure is essential for children to fully make sense of how the characters are written as they are, and thus important to their learning of the characters.
Project Start Year: 2010, Principal Investigator(s): LAM, Ho Cheong 林浩昌

 
Creating a Community of Practice with ICT: An Internet Based Initiative
The project aims to develop a website to demonstrate exemplary cases of integrated curriculum and exemplify the use of ICT in teaching and learning in preschools. The website will demonstrate the ways in which students can become active learners. The website will also facilitate student’s sharing and discussion by its communication board and encourage their communication with lecturer. Professionals from local and overseas (Australia, Taiwan, China, Canada) will share their views and practices of integrating ICT into the teaching and learning of their preschool curriculum through interviews, video recording and conferencing. Some examples of student’s assignment will be uploaded onto the platform for student’s reference in future cohorts.
Project Start Year: 2007, Principal Investigator(s): LEUNG Wai Man Vivienne, LAM Ho Cheong

 
非華裔學童學中文之校本課程：設計與實踐 The School-based Curriculum of Learning Chinese for Non-chinese Speaking Students (NCS): Construction and Implementation
1) 設計非華裔學童學中文的教材；2) 探討非華裔學童學中文的教材和教學法；及 3) 開發非華裔學童學中文的校本課程
Project Start Year: 2007, Principal Investigator(s): KWAN Che Ying (LAM Ho Cheong as Co-Investigator)