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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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Journal : English Language Teaching Educational Journal

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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.
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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