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Teachers' perceptions of effective instructional strategies for nurturing bilingual (Chinese-English) literacy in gifted Hong Kong secondary students: A scoping review
Author(s)
Date Issued
2026
Publisher
University of Business and Technology
Citation
Cheung, S. Y., Lam, S. W., & Yuen, M. T. (2026). Teachers' perceptions of effective instructional strategies for nurturing bilingual (Chinese-English) literacy in gifted Hong Kong secondary students: A scoping review. In University of Business and Technology (Ed.). Conference proceedings of 19th Asia Pacific conference on giftedness 2026. 19th Asia Pacific Conference on Giftedness 2026, University of Business and Technology, Jeddah, Saudi Arabia (pp. 132). University of Business and Technology.
Type
Conference Paper
Abstract
Hong Kong’s biliterate–trilingual policy positions bilingual (Chinese–English) literacy as central to educational success, yet research tailored to gifted secondary students remains limited. This work-inprogress scoping review (2015–2025) synthesizes teachers perceived effective strategies for cultivating bilingual literacy among gifted learners in Hong Kong, aiming to establish a research agenda for 2050. Searching databases such as ERIC, Taylor & Francis Online, and ResearchGate, the review includes studies focused on Hong Kong secondary teachers’ perceptions of instructional approaches for highability students. Preliminary thematic coding suggests that teachers emphasize four key strategies: (1)
exposure to varied, complex texts in both languages; (2) explicit vocabulary instruction supporting cross-linguistic transfer; (3) the integration of language and literature to deepen critical reading; and (4) leveraging native-language skills to scaffold second-language development. Initial observations also highlight critical evidence gaps, particularly a scarcity of studies focused specifically on gifted bilinguals, a lack of longitudinal data, and uneven resource variability across different school language streams. These early findings suggest that the reliance on academic databases may overlook relevant grey literature. If these patterns are confirmed, implications include the development of personalized learning pathways, targeted professional training in metalinguistic strategy use, and policy support for flexible grouping and enriched curricula. Looking toward 2050, the review proposes a future-ready agenda encompassing longitudinal mixed-methods studies, inclusion of twice-exceptional learners, and evaluation of technology-enabled tools like adaptive reading platforms and corpus-based vocabulary learning. By centering teacher perceptions within Hong Kong’s unique language ecology, this study provides actionable directions for gifted education. Ultimately, the research emphasizes that fostering 21st-century bilingual competencies requires a shift from general instruction to specialized, evidence-based practices that address the specific linguistic aptitudes of high-ability learners. This
holistic framework ensures that gifted students are not only biliterate but possess the multidimensional communication skills necessary for a globalized workforce.
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