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All Journal English Language Teaching Educational Journal Journal of Pragmatics Research Teaching English as a Foreign Language Journal
Wong, Ka Hang
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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A critical EAP perspective on “Glory to Hong Kong”: Language, identity, and resistance Wong, Ka Hang
English Language Teaching Educational Journal Vol. 8 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v8i2.14037

Abstract

This paper examines Hong Kong’s protest anthem “Glory to Hong Kong” as a site of linguistic and ideological resistance. It adopts a three-pronged approach: first, it uses Critical Discourse Analysis (CDA) to uncover how the lyrics construct themes of resistance, perseverance, struggle, and liberation; second, it situates this analysis within political discourse constructed by leading politicians from the People’s Republic of China and the United Kingdom; and third, it explores the pedagogical potential of applying a Critical English for Academic Purposes (CEAP) framework to the anthem. The paper argues that analysing protest discourse in this way offers possibilities for English language classrooms, particularly for exiled learners and migrant communities, equipping them to critically engage with language, power, and identity. By linking textual analysis to classroom practice, it positions the anthem not only as a cultural artifact but also as a resource with the potential to empower learners to interrogate dominant narratives. This study is particularly timely in the wake of China’s imposition of the National Security Law in Hong Kong and the global repression of exiled Hongkongers.
Liberate Hong Kong? Language, agency, and imagining political futures Wong, Ka Hang
Teaching English as a Foreign Language Journal Vol. 4 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i2.1705

Abstract

The slogan “Liberate Hong Kong, revolution of our times” (光復香港，時代革命) emerged during the 2019 protests as a symbol of solidarity and political aspiration among Hongkongers. Its prominence and subsequent criminalization highlight its role in debates over identity, governance, and self-determination. This article examines the discursive function of the slogan and its pedagogical implications within Critical English for Academic Purposes (CEAP), showing how language can challenge state narratives while fostering civic engagement. Using documentary analysis, the study combines Critical Discourse Analysis (CDA) with CEAP to trace the slogan’s role as a discursive act, drawing on political addresses, policy responses, and exiled initiatives. Findings indicate that the slogan operates as a counter-discourse to the Chinese Communist Party’s (CCP) reunification narrative. It constructs political agency and solidarity among participants. It also shapes imaginaries of political transformation, reflected in diasporic activism and proposals for alternative governance. By integrating CDA and CEAP, the study highlights the slogan’s dual political and pedagogical significance, demonstrating how language learning can intersect with civic imagination to promote critical engagement with governance, agency, and self-determination. Overall, the analysis underscores the interdisciplinary reach of applied linguistics and the capacity of discourse to enact social critique and envision political possibilities.
Discursive Sovereignty: How China Constructs Hong Kong as an “Internal Affair” Wong, Ka Hang
Journal of Pragmatics Research Vol. 8 No. 1 (2026): Journal of Pragmatics Research
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v8i1.116-137

Abstract

This study examines the discursive construction of sovereignty in Hong Kong through a critical discourse analysis of political speeches, legal documents, and press releases spanning from the 1984 Sino-British negotiations to the post-2020 National Security Law era. The research aims to investigate how the totalitarian party-state in China legitimizes its authority over Hong Kong while simultaneously ignoring forms of British nationality held by Hongkongers, and how democratic states, particularly the United Kingdom, respond through visa and asylum pathways. Using a qualitative methodology grounded in Critical Discourse Analysis, the study traces the historical and ideological roots of the narrative of “internal affairs” as constructed through key state discourses and examines how these discourses intersect with concepts of self-determination, civic participation, and legal frameworks. The findings reveal that China employs a combination of hegemonic persuasion and institutional control to frame Hongkongers’ political aspirations as illegitimate, while international responses reflect broader tensions between democratic protection and authoritarian compliance. The research highlights the ongoing contestation of norms surrounding sovereignty, rights, and freedom, illustrating how Hong Kong has become a frontline in the global struggle between democratic and authoritarian discourses. The study concludes that understanding these dynamics provides insight into the mechanisms through which states assert power, control narratives, and shape transnational perceptions of legitimacy, with implications for both international relations and civic activism.
Political resistance in Sheep Village: The politics of metaphors and their pedagogical implications Wong, Ka Hang
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.15191

Abstract

This study presents a critical discourse analysis of the Sheep Village children's trilogy and examines its pedagogical potential for the language education of Hong Kong children living in exile. Drawing on metaphor analysis, the study analyses how recurring figures such as the sheep, wolves, shepherd, and village allegorically represent collective agency, totalitarian power, moral leadership, and communal belonging in the context of the 2019 Hong Kong protests. The findings show that the texts construct resistance not through individual heroism but through ethical awareness, shared responsibility, and the preservation of cultural memory, offering young readers a narrative framework for understanding injustice and political power. Building on these findings, the article proposes pedagogical principles adapted from Critical English for Academic Purposes (CEAP) to support the integration of literary texts into language education. It argues that metaphor-rich narratives such as Sheep Village can be used to develop linguistic competence, emotional literacy, and critical civic awareness among children in exile communities, positioning children’s literature as a bridge between language learning, identity formation, and sociopolitical consciousness in host societies.
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