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A review of the formulation of the Native English Teaching Scheme in Hong Kong is offered establishing its unique characteristics which confound Native English teachers and local schools attaining successful integration. Reporting a three-step exploratory methodology, key elements are identified and operationalised which appear to support successful integration. Discussing these findings in terms of the literature on Induction and Communities of Practice, a case is made that the reported research methodology may be applicable across other integration contexts - where individuals, rather than remaining disengaged ‘accidental tourists’, seek to become engaged ‘agents of change’

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