【Sing Tao Daily】Exploration of English Learning Difficulties: Assessment and Support Interventions

Hong Kong's education system has long emphasized the importance of students being proficient in "biliteracy and trilingualism." Strong language skills are beneficial for students in developing knowledge, unlocking their potential, and enhancing social skills. In the past, the local education sector has gained considerable understanding and experience in supporting students with Chinese literacy difficulties, and the assistance provided to these students has gradually matured. However, English, as a second language for the majority, is not only more challenging for students with literacy difficulties to master but also more difficult for schools to identify those with English Learning Difficulties (ELD). Currently, there is still limited research on students with literacy difficulties learning English as a second language. As a result, educators lack a deep understanding of the challenges these students face in learning English, making it difficult to provide targeted support.

Since 2021, the research team at the Centre for Child and Family Science of The Education University of Hong Kong, led by the author, has received funding from the Hong Kong Jockey Club Charities Trust to launch the Jockey Club Project RISE - English Learning Program. This program aims to provide evidence-based support for primary school students with ELD. The RISE team has focused on multiple aspects, including developing identification tools, creating curricula, and addressing psychological factors in English learning, to enhance students' English proficiency.

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