Drawing on dialogical philosophy, this paper argues that many of the initiatives including the language policy at present being launched in Hong Kong have employed a technical approach, which tends to isolate learning as a manageable activity in which relationships affecting the learner is generally ignored.
International Journal of Learning, Volume 9. Article: Print (Spiral Bound), ISSN: 1447-9494, LC02-0071-2002. Article: Electronic (PDF File; 291.917KB), ISSN: 1447-9540, LC02-0071-2002.
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