This article examines the attitudes of the colonial and metropolitan governments towards the promotion of English-language education on Hong Kong Island between 1842 and 1860. The study, which draws on a range of unpublished primary sources, was conducted in response to Whitehead's recent call for detailed case studies of colonial education policies. This article explores, within the context of Hong Kong, a centrally important aspect of education in the Empire, and one that has been the subject of surprisingly little archival research: British policies towards the teaching and learning of English as a second language. The article begins by analysing the political, economic and demographic forces that influenced the study and use of English in Hong Kong during the 1840s and 1850s, and then moves on to examine language policies and practices in the colony's mission schools, with a particular focus on the Morrison Education Society School, the first Western school to be established on the Island after the British occupation. The final section analyses the introduction of English teaching in the government vernacular schools in the early 1850s.
[Copyright of History of Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00467600600745395]

Short-term international experiences (STIE) are becoming a regular, sometimes required, feature of pre-service language teacher education programmes. Often inappropriately termed 'immersion programmes', they aim to give teachers the opportunity to improve their language proficiency in the language they will teach, to develop their pedagogical knowledge and to engage with an international sociocultural environment with which they are not familiar. In this article we report on a study which investigated pre-service English second language teachers' perceptions of a six-week international experience in Auckland, New Zealand. The student teachers, who were enrolled in a postgraduate diploma in teaching at a Hong Kong university, participated in an academic programme as well as a series of social events and school visits. They were encouraged to reflect on their expectations and experiences and to write about these in a pre-programme questionnaire, reflective journals and a summative programme evaluation. The teachers' articulations reveal that their expectations and experiences interrelate in complex, sometimes unexpected, ways. The findings have important implications for the coordinators of the programme at the host institution and also for those further afield who are involved in planning and managing similar STIE programmes.
[Copyright of Asia-Pacific Journal of Teacher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13598660500479904]

The opinions of 114 English language teachers of 12 secondary schools in Hong Kong were collected by the author to examine the current implementation of Communicative Language Teaching (CLT) approach. It was found that subject-trained English teachers differed from the non-subject-trained towards the classroom practices of CLT.

University instructors' classroom assessments play a central role in and inevitably influence their teaching and their students' learning. This paper reports on a comparative interview study conducted in a range of three ESL/EFL university contexts in Canada, Hong Kong and China. Six major aspects of ESL/EFL classroom assessment practices were explored: instructors' assessment planning for the courses they taught, the relative weight given to course work and tests in their instruction, the type of assessment methods (selection vs. supply methods) that they used, the purposes each assessment was used for, the source of each method used, and when they used each method. University instructors were also asked to indicate what they saw as the advantages and disadvantages of the methods they used, and whether they took into account prior student knowledge when making decisions about what assessment methods to use. The findings contribute to a better understanding of ESL/EFL university instructors' classroom assessment practices at the tertiary level in a range of three ESL/EFL university teaching contexts.
[Copyright of Assessment & Evaluation in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02602930601122555]

文集收錄了有關目標為本課程的論文；對中英數科目標為本課程設計有較詳細的分析。