English is an important language in Hong Kong, an international city located on the southern coast of the People's Republic of China that, for over 150 years to 1997, was a British colony. This paper describes and analyses changes in teaching methodologies in the English language curriculum formally proposed for Hong Kong junior secondary schools from 1975 to the present day, to study how the curriculum developments reflect interrelated social, political, economic, and cultural factors of the period and the ideology in educational circles that was pre-eminent at the time. It finds that, while the rhetoric of the curriculum has changed in accordance with shifts in socio-economic conditions, the curriculum content and pedagogical approaches implemented in the classrooms have proved more constant across time. The paper suggests some explanations for the resultant curricula tensions.
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This paper reports on the assessment of readiness and receptivity of school principals, English panel chairpersons and English teachers for the implementation of the new senior secondary curriculum (NSSC) in English Key Learning Area (KLA) in Hong Kong. Recent research ahs probed into the dilemmas and challenges faced by school administrators and frontline teachers when facing curriculum change. Such challenges exist in the management of change, the teachers’ readiness for change, and in problems with collaboration among the stakeholders. Drawing on these research findings the analysis of this paper focuses on whether such problems are also re-occurring in the implementation of change in the NSSC, and if so, considers how they can be resolved. Using qualitative research procedures four key questions were addressed: how far the school personnel understood the changes in the NSSC; the extent to which they felt they could implement the new curriculum; which factors encouraged/constrained implementation; and the possible effects of change on schools. The findings showed that schools with students of high or medium ability seemed to be more positive in terms of perceptions and receptivity at the initial stage of change, while schools dominated by cohorts of medium or low academic ability students appeared to be resistant to the shift in pedagogic arrangements. Yet all the school principals interviewed expressed their unreserved agreement with the spirit of the new curriculum.
[Copyright © 2009 The Asian Association of Teachers of English as a Foreign Language.]

This paper reports the perceptions of school principals, English panel chairpersons and English teachers of the new senior secondary curriculum (NSSC) in English Key Learning Area (KLA) in Hong Kong. Findings of recent research have reported dilemmas and challenges faced by school administrators and frontline teachers in undergoing curriculum change in areas of management of change, teachers' receptivity to and their readiness for the change and collaboration among the stakeholders. Drawing on these research findings the analysis of this paper focuses on whether such dilemmas and challenges exist in the enactment of change in the NSSC and the extent to which they are resolved. Using qualitative research procedures such as semi-focused interviews and lesson observations four key questions were addressed: the school personnel's understanding of the changes in the NSSC; the extent they feel they can implement the new curriculum; factors encouraging/constraining implementation; and the possible effects of change on schools. The findings show that though challenges exist in addressing the four areas, they demonstrate principals' and teachers' support for curriculum change.

The Target-Oriented Curriculum recommends task-based learning. This paper analyzes classroom observations regarding teachers' use of tasks and the practice opportunities created as the result of the tasks. Specific attention is focused on the interaction modes elicited by tasks, and the problems identified in the organization and management of tasks.

There have been three revisions of the HK Secondary School English language syllabus in the last 25 years, one in 1975, the next in 1983, and another currently underway. Changes in syllabus aims are analysed and evaluated for general context-compatibility by using a framework devised by Skilbeck (1982) and applied by Clark (1987) and Morris (1995) which takes into account changes in the sociocultural context. Between 1975 and 1998, English syllabus aims have been largely compatible with the socio-economic context. That is, they have moved from typifying "reconstructionist" to "progressivist" value systems. More specifically, in 1975, ELT aimed at providing opportunities for social mobility through developing minimal English oral proficiency and literacy for all children under 15. By 1983 social change through education was still a prime aim, and English syllabuses aimed to achieve functional competence in explicit, socially important domains of use. By 1998, the aims of the "Target Oriented Curriculum" already implemented in primary schools, typified "progressivist" values which are claimed to be more personally oriented. ELT in today's complex HK context aims at English development as a part of healthy whole person development.
[Copyright © 2000 The Hong Kong Institute of Education.]