A critical EAP perspective on “Glory to Hong Kong”: Language, identity, and resistance

Wong, KH

A critical EAP perspective on “Glory to Hong Kong”: Language, identity, and resistance

Wong, KH

Permalink

Publisher:: Universitas Ahmad Dahlan
Publication Type:: Journal Article
Citation:: English Language Teaching Educational Journal, 2025, 8, (2), pp. 92-104
Issue Date:: 2025-08-29

Open Access

Copyright Clearance Process

Recently Added
In Progress
Open Access

This item is open access.

Adobe PDF

Download Published versionAdobe PDF (562.8 kB)

View statistics

Full metadata record

Field	Value	Language
dc.contributor.author	Wong, KH
dc.date.accessioned	2025-09-01T06:35:36Z
dc.date.available	2025-08-04
dc.date.available	2025-09-01T06:35:36Z
dc.date.issued	2025-08-29
dc.identifier.citation	English Language Teaching Educational Journal, 2025, 8, (2), pp. 92-104
dc.identifier.issn	2621-6485
dc.identifier.uri	http://hdl.handle.net/10453/189535
dc.description.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.
dc.language	en
dc.publisher	Universitas Ahmad Dahlan
dc.relation.ispartof	English Language Teaching Educational Journal
dc.rights	info:eu-repo/semantics/openAccess
dc.title	A critical EAP perspective on “Glory to Hong Kong”: Language, identity, and resistance
dc.type	Journal Article
utslib.citation.volume	8
utslib.location.activity	Indonesia
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	University of Technology Sydney/Faculty of Science
pubs.organisational-group	University of Technology Sydney/Faculty of Arts and Social Sciences/School of Communication
pubs.organisational-group	University of Technology Sydney/Faculty of Science/Science Related HDR Students
utslib.copyright.status	open_access	*
pubs.consider-herdc	true
dc.rights.license	This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-sa/4.0/
dc.date.updated	2025-09-01T06:35:34Z
pubs.issue	2
pubs.publication-status	Published online
pubs.volume	8
utslib.citation.issue	2

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.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/189535