The analysis of the Hong Kong education policy 'Language Proficiency Assessment for Teachers of English'

The analysis of the Hong Kong education policy 'Language Proficiency Assessment for Teachers of English'

• Chim, Ho Yeung Hastings University of Bristol

International Journal of Education, 6(4), 133-145, 2014

Macrothink Institute, Inc.

2014

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language
    • GBA Teaching Objectives, Curriculum & Evaluation

Educational Policy LPATE Bowe's Policy Triangle

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

• View Full Text 全文連結

The Education policy "Language Proficiency Assessment for Teachers of English" had been controversial since its establishment in 2000, in the sense that various stakeholders including parents, students, school administrators, teachers and the general public. This essay critically analyses this education policy in the HK context by scrutinizing the prerequisite. Subsequently, how LPATE was built on policy texts and how it was construed as a solution of gradual decline of English as well as the reciprocal politics interacting with the policy were analyzed. Additionally, the institutions and actors involved in the policy process are discussed followed by the revelation of the outcomes of LPATE in both the expected and the unanticipated dimensions. Copyright © 2014 the author(s), with first publication rights granted to the journal.

• English

Journal Articles

• 19485476

• 10.5296/ije.v6i4.6628

https://bibliography.lib.eduhk.hk/bibs/f413bfa6

2019-05-22