Reviewing the primary English language syllabi (1976-1997): Implications for curriculum study

Reviewing the primary English language syllabi (1976-1997): Implications for curriculum study

School curriculum change and development in Hong Kong

• Pang, Yin Mei May The Hong Kong Institue of Education
• Wong, Shiu Yu Winnie The Hong Kong Institue of Education

• Cheng, Y. C.
• Chow, K. W.
• Tsui, K. T.

Hong Kong

The Hong Kong Institute of Education

2000

• L Educational Measurement & Evaluation
  • LD School Examinations
• G Curriculum, Teaching & Learning: Specific Disciplines
  • GB English Language

• Hong Kong

• 1970s
• 1980s
• 1990-1997.6
• 1997.7 onwards

• Unknown or Unspecified

The Hong Kong primary English curriculum has shifted from an emphasis on oral proficiency in the 1970s through a focus on functional competence in the 1980s to a goal of developing learners' ever-improving capability to use English in the 1990s. This chapter applies a multi-level framework, based on Richards and Rodgers' (1986) model for curriculum discussion and comparison, to review and analyze the three syllabi available in the local teaching context in the past two decades. It describes and analyzes the changes in the aims, objectives, and methodology of the primary English curriculum under the "fads" of different approaches recommended in the respective curriculum documents. Attempts are made to capture the theoretical and methodological developments in the primary English curriculum. The main purpose is to explicate the underlying assumptions on the nature of language and language teaching and learning to formulate a basis for understanding curriculum implementation at the classroom level. It is argued in the chapter that congruence between the intended and implemented curriculum relies on the mapping of the underlying assumptions about language and language teaching and learning. Evaluation of classroom implementation, teachers' practices, and classroom research should be related to such deeper level of theoretical orientation. Implications for policy makers, teacher educators, teachers, and classroom researchers are sought.
[Copyright © 2000 The Hong Kong Institute of Education.]

• English

Book Chapters

• 9629490285

https://bibliography.lib.eduhk.hk/en/bibs/212d2fa4

2015-05-18