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All Journal English Language Teaching Educational Journal 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.
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