Yilin (Yiklam) Wu

This paper examines the relationship between identity formation and the emergence of stereotypes and prejudice in intercultural communication. Drawing on social identity theory and real-world examples such as the Palestinian-Israeli conflict, the study explores how in-group favoritism and out-group hostility are constructed through cultural identity. It further analyzes manifestations of sexism and linguistic bias, and proposes educational and media-based interventions to reduce discrimination. The paper argues that intercultural competence requires not only awareness of difference, but a critical understanding of how identity shapes perception and interaction.

This study investigates the role of phonetic transliteration in shaping cultural identity, using the integration of English loanwords into Cantonese as a case study. It traces the historical and political background of Cantonese-English contact in Hong Kong and Guangdong, and analyzes examples of transliterated words such as bus → baa1 si6 and store → si6 do1. The paper argues that transliteration is not merely a linguistic process but a site of cultural negotiation, reflecting both assimilation and integration. It concludes that loanwords serve as evidence of identity construction through language, and that integrationism offers a more inclusive framework than assimilationism for understanding linguistic change.

This draft paper explores the theoretical foundations of intercultural identity and its relation to language change. It contrasts assimilationism and integrationism as two models of cultural contact, and applies them to the case of English influence on Cantonese. The paper argues that the hybridity of Cantonese-English usage reflects a form of intercultural identity that is fluid, context-dependent, and negotiated in everyday discourse.

This paper critically reviews Miccoli's study on using drama to develop oral skills in a Brazilian university EFL context. It evaluates the effectiveness of drama in promoting authentic communication, learner motivation, and confidence, and connects the use of portfolios and reflection to the principles of Communicative Language Teaching (CLT). The review also identifies limitations of drama-based instruction, such as its suitability for different proficiency levels and classroom management challenges, and suggests directions for future research.

This lesson plan is designed for fifth-grade students in a Chinese bilingual primary school, aiming to develop oral skills through a communicative task based on Tom's Wedding Day from Side by Side 1. The plan integrates pair work, group competition, and role-play to create a supportive environment for language use. The rationale draws on CLT principles (Brumfit, 2001) and discusses the role of authentic materials, peer feedback, and grammar integration. Potential challenges such as student shyness and topic engagement are addressed with suggested teacher interventions.

A structured 45-minute lesson plan for a speaking class, with detailed stage-by-stage procedures, interaction patterns, and timing. The plan emphasizes student-centered learning through group work and role-play, and includes peer feedback and summary stages. It serves as a practical example of CLT implementation in a Chinese bilingual school context.

This lesson plan is designed for B1 level teenage learners, aiming to develop listening and speaking skills through an airport announcement as authentic material. The plan follows a bottom-up listening approach, with pre-teaching of key vocabulary, multiple listening tasks with gap-filling, and peer assessment. A post-listening "telephone" game provides speaking practice and reinforces listening accuracy. The rationale draws on CLT principles and discusses the role of authentic materials, learner autonomy, and task-based learning. Limitations such as the lack of top-down strategy integration are acknowledged.

This paper analyzes the syntactic and morphological features of a The Economist article on Bilibili, using it as authentic material for EFL teaching. It examines sentence structures (compound-complex sentences) and word formation processes (derivational and inflectional morphemes) to illustrate how linguistic analysis can inform classroom practice. A student-centered activity on morphology is proposed, encouraging learners to manipulate affixes and stems in a game-based format. The paper argues that authentic texts provide rich input for developing both grammatical awareness and vocabulary acquisition.

This set of assignments demonstrates phonological analysis of connected speech, including weak forms, elision, assimilation, and reduction. Based on texts from Orwell's 1984, the transcriptions and commentaries illustrate how native-like fluency involves systematic modifications of citation forms. The analysis highlights implications for teaching pronunciation and listening comprehension in EFL contexts.

This assignment examines the morphological structure of selected English words (e.g., presupposes, likeable, shoemakers) and analyzes verb phrases in terms of tense, aspect, voice, and finiteness. It reflects on how morphological awareness supports vocabulary expansion and grammatical accuracy for learners, and discusses challenges such as homophonous affixes and irregular forms.

This paper explores the concept of 'voice' in writing, tracing its definitions across literary and academic contexts. It reviews key studies on voice in L2 writing (Ivanič & Camps, 2001; Hirvela & Belcher, 2001; Matsuda, 2001), and discusses the challenges L2 writers face in constructing a personal voice due to cultural and linguistic differences. The paper argues that voice is not merely a stylistic feature but a reflection of writer identity, and that developing voice in L2 writing requires both awareness of rhetorical conventions and space for individual expression. Pedagogical implications and future research directions are suggested.

This review evaluates Pérez Milans' critical sociolinguistic ethnography of three experimental schools in China. The book examines how English language education is shaped by late modern political and economic discourses, and how institutional practices such as collective recitation and quality education reflect broader cultural tensions. The review highlights the book's contribution to understanding the interplay between language, identity, and modernization, while noting the lack of student voice as a limitation. It concludes that the book offers valuable insights for researchers in sociolinguistics and multilingual education.