English Language Education

Introduction

The consultation document on the Key Learning Area (KLA) of English Language Education is written in support of Learning to Learn, the Holistic Review of the School Curriculum consultation document, prepared by Curriculum Development Council (CDC) (Nov 2000).

The major purposes of the Key Learning Area of English Language Education document are, inter alia, to:

• inform teachers of the rationale for the proposed curriculum developments, the aims of the English Language Education curriculum (comprising the subjects of English Language and English Literature), areas of study, the essential learning elements and how teachers can facilitate effective language learning; and

• promote the development of the essential skills and attitudes conducive to learning how to learn.

Rationale for Development

The English Language Education consultation document encourages teachers to build on the existing good practices in English language teaching in Hong Kong.

It also proposes developments that seek to help them meet the challenges arising from the lack of a language-rich environment and the need to increase learner motivation. The proposed developments are:

• provision of greater opportunities for learners to use English (i.e. the language skills, vocabulary and the grammar items and structures they have learnt) for purposeful communication both inside and outside the classroom;

• use of learner-centred instruction to facilitate purposeful use of English and to promote learner independence;

• greater use of literary/imaginative texts to develop learners’ creativity; and

• promotion of language development strategies and positive attitudes conducive to effective, independent and lifelong learning.

Phases of Development

A schedule for English Language Education curriculum development is proposed for schools’ and teachers’ consideration. It outlines focuses for curriculum development in the short (2000-2005), medium (2005-2010) and long (2010+) term phases. In general, the proposed schedule focuses upon four main areas:

• increasing motivation in learning;

• enhancing teaching, learning and assessment;

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• developing school-based English Language Education curricula in line with the framework.

The English Language Education Curriculum Framework Overall Aims

They are:

• to provide learners of a second language with further opportunities for extending knowledge and experience of the cultures of other people, as well as opportunities for personal and intellectual development, further studies, pleasure and work in the English medium; and

• to prepare learners for the changing socio-economic demands resulting from advancement in information technology.

Learning Targets and Objectives

The English Language Education curriculum consists of two closely-related subjects: English Language and English Literature. The main function of the learning targets of English Language and English Literature is to set the main direction for the teaching and learning of these two subjects. The learning objectives are the essential focuses of learning.

Strands/Dimensions

In the English Language Education KLA, three interrelated strands – Interpersonal, Knowledge and Experience – have been employed as content organizers to reflect its major scope of learning.

Generic Skills

Generic skills are fundamental in helping students learn how to learn. Of the nine generic skills that have been identified as common to all KLAs, the English Language Education KLA provides greater opportunities for the development of creativity and the skills of collaboration, communication, critical thinking, problem-solving and study.

Values and Attitudes

Values are qualities that learners should develop as principles for conduct and decision (e.g. honesty and perseverance, interdependence and tolerance).

Attitudes are personal dispositions needed to perform a task well (e.g.

responsibility, open-mindedness and co-operativeness).

Like the generic skills, these personal and social values and attitudes are broadly recognized and valued by all KLAs. They can be developed through learning activities which promote the learning objectives of the English Language Education KLA such as language development strategies, literary competence

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Modes of Curriculum Planning

To help schools develop a school-based curriculum which emphasizes the active role of learners in the learning process, some possible modes of curriculum planning are suggested for their consideration:

• developing modules of learning;

• integrating classroom learning and independent learning;

• flexible time-tabling;

• integrating the formal and informal curricula;

• cross-curricular planning; and

• flexible grouping.

Teaching, Learning and Assessment

In designing language activities and tasks to facilitate teaching, learning and assessment, teachers are encouraged to consider and apply the following:

• learner-centred instruction;

• target-oriented English learning;

• the five fundamental intertwining ways of learning and using knowledge (i.e.

communicating, conceptualising, inquiring, problem solving, reasoning);

• task-based learning;

• integrative and creative language use;

• learner independence;

• information technology;

• language-rich environment and life-wide learning; and

• different modes of formative assessment, the use of criterion-referenced principles, timely feedback and support; and peer and self-feedback.

School-based Curriculum Development in English Language Education

When planning and developing their own English Language curriculum, schools and teachers are encouraged to

• aim for a balanced and comprehensive coverage of the learning targets and objectives within and across year levels;

• plan and devise appropriate and purposeful language learning materials and activities;

• make greater use of formative assessment to inform teaching and learning;

• make flexible use of class time to facilitate the task-based approach and life-wide learning;

• work closely together as a team to plan the English Language curriculum, and to collaborate with teachers of other KLAs on cross-curricular projects;

• set and work on clear and manageable curriculum goals or focuses over a specific period for the whole school or a particular year level; and work out a

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• collect and reflect on evidence of effective teaching and learning experiences to inform curriculum development.

Life-wide Learning

To help create a language-rich environment and to support life-wide learning, teachers are encouraged to:

• interact with learners in English both within and outside class;

• provide opportunities for learners to interact with one another in English;

• provide greater exposure to authentic use of English;

• encourage learners to seek and create opportunities to learn and use English in natural and realistic settings;

• maximize the use of the space and resources in school; and

• promote learning through formal and informal curricular activities such as essay competitions, drama activities, verse speaking, visits and community services.

Connections with Other Key Learning Areas

English Language Education helps learners develop not only language skills, but also world knowledge, and a broad range of generic skills, values and attitudes that will enable them to better meet the specialized demands of the other KLAs.

Conclusion

Schools and teachers are encouraged to engage in the continuous process of developing and renewing their own school-based English Language Education curriculum, taking into account the short-term, medium-term, and long-term curriculum development focuses proposed in the framework.

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