會議論文
Vocationalization of English learning in Hong Kong: Past & prospect
EdLink- Vocationalization of English learning in Hong Kong: Past & prospect
- The Inaugural Conference on Language Teaching and Learning: Cognition and Identity: Transforming Language Education and Research, Empowering Teachers and Learners (2019: The Education University of Hong Kong)
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- Hong Kong
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- 1997.7 onwards
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- 成人教育
- In Hong Kong, the revitalization of vocational education and training (VET) was best marked by the advocacy of vocational and professional education and training (VPET) starting from 2015. VPET hence is a key element in the vocationalization of secondary curriculum, which provide students with a diversified post-secondary articulation and to enhance the school-to-work transition for better employability in the future. In 2018, the Education Bureau (EDB) also launched the Vocational English Programme (VEP) Grant (EDB, 2018) at the senior secondary level to support English learning of students who might opt for a VPET development pathway, in addition to the NSS English language curriculum. Under this background, there are two main research focuses in this paper. Firstly, this paper will explore the relationship between VEP and the NSS English language curriculum and discuss the potential impact to students. Secondly, this paper will also survey other related available initiatives similar to VEP, such as the Workplace English Campaign (WEC) under the Standing Committee on Language Education and Research (SCOLAR), to better illustrate the landscape of vocationalization of English learning in Hong Kong throughout the years. In the current body of literature, more attention has been dedicated to the use of English and the specialized genre in the professional settings from the English for specific purposes (ESP) perspective, with relatively less focus on a vocational context. Therefore, we consider it is essential to fulfill this gap considering the continuous development of VPET. This paper will report findings from interviews and focus groups with key stakeholders (e.g. teachers and students) to generate a more holistic understanding to the research focuses. We hope that the conclusion and suggestion in this paper could provide inspirations to map out the future development directions of English learning in the (pre-)vocational context. Copyright © 2019 Inaugural Conference on Language Teaching and Learning.
- Paper presented at the Inaugural Conference on Language Teaching and Learning: Cognition and Identity: Transforming Language Education and Research, Empowering Teachers and Learners, The Education University of Hong Kong, Hong Kong, China.
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- 英文
- 會議論文
- https://bibliography.lib.eduhk.hk/tc/bibs/0b55efdc
- 2021-07-15
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