This chapter describes and evaluates the extent to which the aims of the English language curriculum (1975 to 1999) in Hong Kong secondary schools have changed in response to social changes. Hong Kong society has changed from a manufacturing-based society to a financial and commercial based society. Consequently, the English curriculum has moved in three identifiable stages, from an emphasis on minimal English literacy for all (up to the age of 15) to an emphasis on communication in specific social domains and eventually to an emphasis on individuals' competence in a wide range of personally appropriate domains. In evaluating the extent to which curriculum change matches social change, the chapter assesses the extent to which the three syllabi have been/are context-compatible, and then discusses some implications for curriculum planning and teacher education in light of the assessed context-compatibility.[Copyright © 2000 The Hong Kong Institute of Education.]
