Teachers’ Role in Implementing LaC

When planning and developing the school English Language curriculum, English teachers are encouraged to:

 take into consideration students’ learning needs in English Language and non-language subjects where English is adopted as the MOI across levels to ensure a smooth transition from the junior secondary to senior secondary level;

 identify learning materials with suitable entry points (e.g. themes, text types, language items and structures, vocabulary) for connecting students’ learning experiences between English Language and non-language subjects;

 help students develop the ability in processing and producing English texts through explicit teaching of reading and enabling skills as well as rhetorical functions, text structures and language items typical of academic texts making use of English texts written for general/academic purposes;

 reinforce students’ learning experiences through developing learning activities that integrate the knowledge and skills gained in other KLAs (e.g. subject knowledge, generic skills, language skills); and

 collaborate with teachers of other KLAs to develop learning activities or cross-curricular projects that integrate language and concepts learnt across KLAs and provide students with the opportunities to recycle the knowledge and skills in

 identifying the entry points, setting realistic goals and drawing up a plan or schedule of work to facilitate the transfer of language knowledge and relevant literacy skills;

 developing learning, teaching and assessment materials and activities to help students recycle and consolidate what they have learnt across KLAs (e.g.

enabling skills and strategies, concepts, language features);

 identifying a common topic and connecting students’ learning experiences by encouraging them to read/write about and discuss the topic, and broadening students’ learning experiences through learning activities or tasks outside the classroom; and

 raising students’ awareness of the enabling skills to use as well as rhetorical functions, text structures and language items commonly found across KLAs to facilitate the completion of cross-curricular/subject-specific tasks.

Information related to planning the whole-school curriculum through adopting a cross-curricular approach is also available in Section 3.2.5 “Cross-cross-curricular Planning” in Chapter 3 “Curriculum Planning” of the English Language Education Key Learning Area Curriculum Guide (Primary 1 – Secondary 6) (2017) (http://www.edb.gov.hk/elecg). For illustration of how LaC is promoted in the English classroom, please see Example 2 “Connecting Students’ Learning Experiences between English Language and Non-language Subjects through Language across the Curriculum at the Junior Secondary Level” at http://www.edb.gov.hk/eleklacgexamples.

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Membership of the Curriculum Development Council Committee on English Language Education

(September 2017 – August 2019)

Chairperson: Dr Anson YANG Vice-chairperson: Ms Barbara CHAN Members: Dr CHAN Lai-chu, Julia

Dr CHAN Shiu-yip, Simon Prof CHUN Ka-wai, Cecilia Dr LAU Gay-lei, Carrie Mr LAW Chi-kin, Laurence Ms LEUNG Chui-chun, Jane Dr LEUNG Chung-hong, Danny Ms LIU King-yau

Ms LO Pik-yee

Ms LOK Wing-yi, Cassandra Mr Elvin TAO

Mr WAI Wai-yeung, Wilfred Ms WONG Kok-yee

Dr WONG Ming-har, Ruth Ms YAU Kit-ying, Veronica Ms YUEN Mei-ha

Ex-officio Members: Mr FU Kai-kee, Louis (EDB) Dr Neil DRAVE (HKEAA) Secretary: Mr SHEL Siu-lun

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