Vocationalization of English in Hong Kong’s secondary curriculum: The latest direction and implications

Vocationalization of English in Hong Kong’s secondary curriculum: The latest direction and implications

2018 International Conference on Bilingual Learning and Teaching: E-proceedings

• Yau, Siu Ho Thomas The Chinese University of Hong Kong
• Chun, Wai Sun Derek The Education University of Hong Kong
• Tsang, Ching Hann Jannie The Education University of Hong Kong
• Wong, Kwun Sing Leo The Education University of Hong Kong

Hong Kong

The Open University of Hong Kong

2019

• Q 教育體系與各級學校
  • QF 職業及工業教育
• G 課程與教學:個別教學範疇
  • GB 英文

Vocational and Professional Educational and Training VPET Vocational English Vocationalization English Language Teaching

• Hong Kong

• 1997.7 onwards

• 中學教育

In 2017, the Curriculum Development Council (CDC) issued the latest secondary education curriculum guide with the highlighted theme “Learning to Learn 2+”, which introduced “Vocational English” for senior secondary level in the “Progression of VPET with Diversification” section, along with “Applied Learning as elective subject(s)” (ApL) and “Career-related Experiences in OLE”. To support this new initiative, the Education Bureau (EDB) launched a new Language Fund Project “Vocational English Programme” (VEP) Grant for schools to enrol senior secondary students on related vocational English courses, which commenced in the 2018–2019 school year. The programme aims to boost students’ confidence and interest in English learning and prepare them better for vocational education and jobs / occupations. In this new programme, each participating school can nominate about 20 students to attend courses administered by third-party course providers. From a macro-perspective, the introduction of the VEP is a step to implement vocationalization of English which complements the advocacy of Vocational and Professional Education and Training (VPET) outlined in the latest curriculum guide. However, from a micro-perspective, the impact of VEP on the senior secondary and post-secondary level does raise some questions and concerns worth further investigation – for instance, the connection of the VEP to other VPET-related components in the “Learning to Learn 2+” curriculum; the influence of the VEP on the current senior English curriculum; and the curriculum design, accreditation and articulation of the courses. This paper discusses the potential impact of the VEP based on a thorough review of relevant policy documents and literature, together with the analysis of data from interviews with students and teachers from both secondary schools and post-secondary level institutions to triangulate their views on the VEP. The paper ends with feasible suggestions and possible implications for the vocationalization of English in Hong Kong. Copyright © 2019 individual authors.

• 英文

章節

• 9789888439607

https://bibliography.lib.eduhk.hk/tc/bibs/e78116c8

2021-07-15