Paul Tai Yip Ng Memorial Award
Mr. Peter Eng, family members, friends and colleagues established this fund within the David Lam Centre at Simon Fraser University in 1997 in memory of Mr. Peter Eng’s father, the late Mr. Paul Tai Yip Ng. Presently the fund provides for the annual awarding of a prize to a student who has composed an outstanding paper on an aspect of Canada-Asia relations.
The David See-Chai Lam Centre for International Communication at Simon Fraser University is pleased to announce the Paul Tai Yip Ng Memorial Award for 2016 Best Graduate Student Paper.
Application Deadline: Closed
Note: Criteria for the 2017 Best Graduate Student Paper are under review and will be posted on this website at a later date. Tentative application deadline: February 1, 2018.
The award will be given to the best graduate student research paper that advances our understanding of intercultural issues, particularly as they apply to people in or from Canada and the Asia Pacific region.
The paper must have been completed as part of the applicant’s graduate studies at Simon Fraser University in 2017.
This award is open to current graduate students from all disciplines at Simon Fraser University.
Terms of the Award:
The winner will be awarded a cheque in the amount of $1,200.
The winner will attend the award ceremony in Spring 2017.
How to Submit:
Submissions consisting of the following should be sent to email@example.com with Paul Tai Yip Ng Memorial Award in the Subject line by the deadline.
1. a one-page cover letter from the graduate student expressing his/her intention to submit the paper for this competition; and how the paper advances our understanding of intercultural relations, particularly as they apply to people in or from Canada and the Asia Pacific.
2. a copy of the graduate student's paper; and
3. a short nomination letter by the supervising professor or professor who taught the course for which the paper was written. The nomination letter should include the supervising professor’s evaluation of the student’s work.
This paper examines the impact of parental involvement on second language acquisition. It questions what forms parental involvement can take and what barriers to involvement the parents of English language learners may face. Through a case study of a K-12 faith-based independent school, the author examines ways the school is already supporting parental involvement and areas for improvement. Drawing from "funds of knowledge" and "communities of practice" theories, the author suggests a number of practical ways the school can become more culturally responsive to the needs of English language learners and their families.