English Language = the subject of English Language English = use of English in all other areas

across

English Unit Curriculum Development Institute

FOREWORD

Following the Education Commission's recommendation in its Report No.4 for a bridge programme for the group of Secondary 1 students transferring to the English medium of instruction, the Education Department has given serious consideration to the concept of bridging. Publishers have been invited to produce bridge programmes for these students. And the former Institute of Language in Education, now part of the Hong Kong Institute of Education, conducted in-service training courses for teachers.

On taking over the task when the Institute of Language in Education left the Education Department, the Curriculum Development Institute (CD!) has further developed the concept of bridging. The English Unit of the CDI has prepared this booklet with full recognition of the problems of bridging the gap of English between primary and secondary education.

The first issue of this booklet in April 1995 was popular and successful. The booklet was reviewed and revised in early 1996 to correct typographical and editorial errors. The revised edition maintains ALL the approach, concept, strategies, information and examples of the first edition. Suggestions and comments on this booklet should be sent to

Principal Inspector (English) Curriculum Development Institute Wu Chung House, 13th floor 213 Queen's Road East Wan Chai

Hong Kong

In the writing of this booklet, some expressions are used in the following way:

English Language = the subject of English Language English = use of English in all other areas

EM] = using English as the medium of instruction EM] subjects = subjects other than English Language

using English as the medium of instruction

P5-6 = Primary 5 to 6 P6 = Primary 6

Sl = Secondary 1

Sl-3 = Secondary 1 to 3

CONTENTS

Page

INTRODUCTION

PART

Approaching the Problem of the English Gap 3

PART n Planning and Organisation

10 English Language at P5-6 and Sl-3

other subjects at Sl-3

extra-curricular activities at P5-6 and Sl-3

PART III Basic Skills 18

classroom .language study skills

reading skills dictionary skills library skills enquiry skills

learner independence

PART IV Classroom Interaction

29

during English lessons in P5-6 and 81-3 during lessons of other subjects at 81-3 the problem

student's major problem at Sl teacher's major problem at Sl

PART V

Curriculum Tailoring

34

the concept of curriculum tailoring choosing textbooks at 8 I

tailoring textbooks at 81

LIST OF THE QUESTIONS asked in this booklet

40

Appendix 1 Summary of primary and secondary curricula

43

Appendix 2 Simplifying the S 1 text materials 44 Appendix 3 Tailoring the 81 curriculum or textbook

50 Appendix 4 Helping teachers who are weak in English 54

Appendix.5 Developing a language plan for Sl-3

58 61

Appendix 6 Setting examination papers

72 Appendix 7 Reading and writing skills to be covered

in SI-3

Introduction

When students enter 81, they encounter many changes. One of the major changes is the use of English. English at the primary level is usually confined to the English Language lessons and taught in a relatively simple and straightforward manner.

English at the secondary level is extended in communication and use. In secondary schools where the medium of instruction is Chinese, the English gap exists only in the subject of English Language and relevant extra-curricular activities. In secondary schools where English is used for studying other subjects, this gap occurs across the curriculum.

Teachers of the subject of English Language at P6 and Sl have an important role in helping to bridge this gap of English proficiency. Teachers of other levels and other subjects,

especially those using English in the other subjects at Sl, should also be aware of the urgency of the issue and help to overcome

the problems.

This

booklet is concerned with helping schools and teachers of (1) students weak in English moving to Sl in the Chinese

medium and requiring extra help in the subject of English Language, and

(2) students from Chinese-medium primary schools

transferring to the English medium in S I, who may be good in English or good in all areas of learning but weak in English.

For easy reading, the contents of this booklet are presented in question and answer fomzat. The questions are answered in a simple and straightforward way, often supported with examples

Part I identifies the problems and points out a general direction for solution.

Part II sugg~sts ways of planning and organising langl!agr- teaching ~t late prini~ry as well as early secondary levels with a

view to preparing students for secondary education.

Part III describes the basic skills that students need in order to_, learn and use English effectively in the secondary school.

Part IV suggests ways for teachers to handle some of the common issues related to the use of English.

Part V explains the concept of curriculum tailoring, how

lan~uage learning can be extended or trimmed across subjects to

enable a smooth transition for the students.

_c

It must be emphasised that the suggestions given in this booklet will be most effective only when teachers collaborate to address the issue.

The suggestions in this booklet are by no means mandatory or exhaustive. Schools and teachers may need to devise other strategie~ according to the particular circum~tances of their schools.

PART I

Ql, What is th~ 1!.roblem of the English gap?

~/hen students move from primary to secondary school, they h:a.ve to handle new relationships, new buildings and places,

ru~w social climate, new learning methods, new school systems, and new expectations from both school and parents.

Students need to be prepared and well-~uipped to handle these ru~w demands in S 1. When they fail to handle these new demands and make efforts in vain, they feel frustrated and discouraged.. Many disciplinary problems are caused by the failure to handle the new demands satisfactorily.

One of the greatest academic demands made of the S 1 students is English proficiency. With few exceptions, the primary s(;hools in Hong Kong use Chinese as the medium of instruction and teach the subject of English Language strictly according to the syllabus. The amount of English taught and used in these primary schools is very much less than that in a secondary s(;hool using English as the medium of instruction.

In secondary schools where the medium of instruction is mainly Chinese, the problem of English proficiency only occurs among the students weak in the s~bject of English Language. In

3

teachers expect too much from students at 81

Many S 1 teachers know their students well and sincerely plan to orientate them to secondary education. They adjust their use of language according to the ability of their students. And they almost always succeed to help their students to bridge the English gap.

Some Sl teachers, however, either because of tradition, beliefs or want of personal proficiency, expect the S 1 students to be.able

to understand their difficult language automatically without support and assistance. In doing so, they pose unawaringly immense difficulties for their students. To change this practice, they should try to modify their expectation according to their students' abilities. Suggestions are given in this booklet to help teachers adjust their English language use for their S I students.

While teachers adjust their language use according to students' abilities, they have to be aware that the abilities of their S 1 groups vary from year to year, and their expectation also needs to be modified from year to year.

Q3. What is the student's maior ~roblem at Sl in regard to the use of English as the medium of learning?

It has often been claimed that, for the average student, the major problem is how to meet the teachers' expectation in making immediate switch from Chinese-medium learning to English-medium learning. To solve this problem, students must be clearly and positively helped to adjust to the secondary school mode of learning. Teachers should teach sufficient

for teaching as well as learning,

It is important for secondary school principals and panel chairpersons of all the EMI subjects to take up the

responsibility of co-ordinating language use across the EMf subjects at Sl-3. They must collaborate and agree to a gradual increase of English in their teaching plans initially based on the primary curriculum. The answer to Q7 below and Appendix 5 provide suggestions for developing this language plan.

Appendices 2-3 provide examples of how the teaching contents of the other subjects can be adjusted in line with this language

plan.

Q5. Is there a guick solution to the problem of English inadequacy in early secondary education?

There is no one simple instant solution to the problem. There can only be a general direction to handle this problem so that it is gradually diminished. The general direction is to help S I students

0 acquire sufficient classroom language, language skills and study skills

0 become brave enough to speak up in English in class 0 develop confidence in learning through English 0 feel comfortable using English among themselves 0 get interested in English

0 get interested in the English extra-curricular activities

This direction is

based on appropriate school policy regarding the medium of

instruction and the choice of teaching materials (including textbooks), and teachers' determination to pave the way for students to develop English adequately for successful secondary education;

facilitated through co-ordinating language use for English at S 1- 3 in all relevant subjects and anticipating and controlling the language demands in S 1; helpiQg students acquire the basic skills for language development; providing input of language in appropriate context and at a suitable pace; and ensuring that students receive adequate ~upport, assistance and challenge all the way through; and

driven by a sense of trust among teachers and between teachers and students. Students' confidence and motivation can be sustained through constan~ encouragement, understanding and

support.

9

PART II

Q6. What can be expected from primary education, students themselves and their parents in respect of English proficiency?

S 1 teachers can expect primary education to have laid the foundation for secondary education (the two levels are within

the same framework, under slightly different aims and

objectives), but not to have prepared their students for transfer to the English medium. Other than some exceptional cases, English is not used as the general medium of instruction in the primary schools in Hong Kong. In an ordinary aided or

government primary school, students need to be prepared

deliberately to learn or carry out activities in English other than those in the subject of English Language if they are to be

prepared for secondary education in the English medium.

Most S 1 students are willing and eager before they are deterred by failures and frustrations, but they are not always corifident, mature and able to handle new demands independently. In other words, most S 1 students are fresh and open, dependent on the assistance and direction of teachers, until they are

adequately prepared to tackle issues on their own.

Teachers can expect their Sl students to gradually strengthen their English proficiency, at various stages of the teaching plan and according to individual circumstances, but not that the students have already acquired English proficiency to study

through the English medium in S 1

Teachers can expect their students' parents to share the anxiety for the students to adapt well to the secondary school mode of

learning (which is more independent, and requires more

thinking and student's own initiative), but not that the parents are able to teach the language required for studying in the

English medium.

Q7. How can Sl-3 teachers Jllan the curriculum_for bridging JlurJloses?

A cross-curricular involvement is necessary in general planning especially at the beginning of Sl first term. Principals, panel chairpersons and teachers of .the EMI subjects should prepare the teaching plans together. They can take the following steps:

(i)

^{Find out}

the English standards of their students and how big their ability range is; for example, roughly how many

students can carry out daily classroom instructions in English, how many can ask questions in English, how many can use the simplified dictionary, etc; and on the other hand, how many cannot even tell their personal details in English, how many cannot read simple English sentences, how many cannot understand a single word during lessons conducted in English, etc.

(ii) Decide

how to group the students (streaming, remedial classes, and other grouping arrangements),

1

how much extra time and effort to give to each group t9 help them catch up (the weaker groups will obviously need additional time and assistance),

how the better groups can advance without being affected by the weaker groups (the extra topics, details, examples and exercises to be completed by the better students are not to be taught to .the weaker groups).

Decide

what areas, topics and objectives to teach to each group within a period of time (both in terms of quantity and depth, such as the number of topics, language items, examples and exercises to be covered in a month, a school term or a year),

what parts of textbook to cover for the weaker groups and the better groups. Teachers can advise principals and panel chairpersons as to the most essential parts and the time required for teaching them. Principals and panel chairpersons can advise teachers on how to ensure

compatibility among the groups by the end of a certain period of time, and

what topics and to what extent in terms of both coverage and depth should these topics be assessed for the

different ability groups. The examination paper at the end of a school term should contain largely what has been taught to the weaker groups. For suggestions on examination, please see Appendix 6.

Plan

a schedule for additional learning opportunities outside the classroom such as "big sister/brother" schemes, extra assignments and homework, tutorial and interest groups, extra.:.curricular activities led by senior students to help

the weaker groups, etc. Such additionalleaming opportunities can be provided for all student groups, subject to students' needs and the resources available.

Q8. What can be achieved for bridging purposes by lll.e.

English Laneuage teachers at P5~6 and Sl-j?

P5-6

Firstly, teachers of P5-6 should help students acquire some of the classroom language and study skills described in Part III of this booklet.

Then, they can try to anticipate the language required in 81 and give vacation assignments that help to develop reading and listening skills. For the students who will probably use English as the medium of learning in 81, such vacation assignments can include the basic vocabulary and grammatical items frequently used in the various subjects. For the other students, teachers can give assignments that practise enquiry and language learning skills, such as asking for names and explanation,.

looking up a simple dictionary, etc.

Sl-3

In secondary schools where the medium of instruction is

Chinese, the English Language teachers can allow an orientation period for their S 1 students to develop the language and study skills listed in Part III below.

In secondary schools where the medium of instruction is

13

English, the English Language teachers should help the teachers of all the subjects using English in drawing up a plan for

English (Appendix 5) at SI-3.

Teachers should

(i) agree on the classroom language to be used (see Part III below),

(ii) review the textbooks of the EMI subjects and compare the language used in these textbooks (identifying the differences and similarities),

(iii) agree on the range, types and levels of reading and writing skills to be practised by students in each school term, or most ideally, in each week (see Appendix 7), (iv) decide what language items to teach and what not to

teach, what language items to cover in English Language lessons, and what language items to cover in the lessons of the other subjects,

(v) modify the contents of the textbooks if necessary (see Part V on curriculum tailoring), and perhaps also provide alternative materials, and

(vi) agree on the methods and coverage for examination at the end of the school term (see Appendix 6 on

examinations) .

Teachers of English Language can also help the teachers of the

other subjects to find and use simple language to replace the

more difficult language; for example, use a short phrase or a

simple synonymous word for a difficult word, break a long

paragraph into a few short simple paragraphs, and use short

simple sentences instead of long complex sentences.

Q9. What can be achieved for bridging purposes by ~ teachers of the EM! suQiects?

Panel chai~ersons of the EMI subjects should ask their 51-3 teachers to review and plan English language use for teaching; in

collaboration with the teachers of English Language, as

described in the answer to Q7.

Furthermore, they should

(i) find out what have been taught in the primary school and what need to be revised,

(ii) orientate their students to the r~uired mode of learning slowly and steadily,

(iii) allow students sufficient time to gain confidence and the skills of studying in English,

(iv) reduce the content of their syllabuses or textbooks, if necessary, out of consideration of their students'

language abilities, especially in the early months of S 1, (v) use very simple English in class and ask students to carry

out tasks involving the use of English, such as reading and discussion,

(vi) explain and demonstrate clearly the ways of completing exercises and give extra assistance where and when

necessary,

(vii) ensure that the major language items to be used for teaching are already covered in English lessons,

(viii) with the assistance of the teachers of English Language if necessary, use simple English to :replace the difficult

English used in textbooks, and

(ix) compile supplementary teaching/learning materials if

necessary.

15

Q1O. What can be planned and achieved for bridging purposes in the extra-curricular activities for developing English at P5-6 and Sl-3 levels?

To encourage students to participate in extra-curricular activities using English, teachers should deliberately plan activities that are attractive, pleasant, challenging and sustainable so that students leave each activity with interest and the intention of coming back.

P5-6

reading club or reading sessions in which the teacher leads students in various activities such as recital practices, big book programmes, shared-reading, library reading schemes, book report competitions, etc. The materials should cover as broad a range of topics as possible.

writing comnetitions in which students are encouraged to write (with or without a model) picture books, comic strips and short stories, diaries with pictures, rhymes, playlets, etc.

video or film shows in which appropriate videos and films on a range of topics are shown in English, to be preceded or

followed by simple discussions led by the teacher. A popular theme, like the dinosaur, can initiate curiosity, exploration and

further reading of materials that will help develop students' interest and study skills for History and Science in the secondary school.

81-3

English oral sessions at recess and lunch time specially arranged

for 51-3 students to provide them with extra opportunities of speaking English. These sessions can be led by teachers or senior students who are fluent in English, and can cover all areas such as pronunciation, recitation, reading, discussion and quizzes, etc.

English club and related activities in which 81-3 students can take part under the leadership of senior students, such as speech and drama activities, spelling games, reading and writing

contests, debates, film reviews, preparation of newsletters and magazines, etc. Some schools set up different clubs for these activities; some schools organise them all under the English

club.

When genuinely carried out in English, these activities are very valuable because they provide students with opportunities to be familiarised with language use in authentic and practical

situations, with the ways and methods of carrying out these activities, with other S 1- 3 students and senior students, and with the secondary school environment.

Where suitable, the clubs of other subjects can also conduct activities involving the use of English, such as preparation and

report of a field visit or experiment, comparison of news

reports on different media, a scrap-book on musical instruments or the life of a composer, study of a social or historical issue,

etc.

" 7

PART III basic skills

Qll. What classroom language should be taught to students at P5-6, early Sl, and the rest of junior secondary education?

Classroom language is suggested below and the specific items are listed in Appendix 8. It must be emphasised that teachers should select the items according to the needs of their students Teachers must distinguish between the language items they want students only to understand and those they want students to be able to produce in speech. There is no hard and fast rule as to which items are to be taught before the other items, except that the simple ones and the urgently required ones should be taught first. The suggested list in Appendix B serves only reference purposes and is by no means exhaustive.

In secondary schools where the medium of instruction is

English, the teachers of English Language should agree with the teachers of the EMI subjects as to which items to introduce in each school term or school year. These language items can be included in a language plan (Appendix 5).

P5-6

Simple greetings

Classroom instructions (only to be understood by students, not to be produced)

0

0

a a

Instructions and explanations about exercise

books/homework (only to be understood by students not to be produced)

Students' questions and responses Apologies and excuses

early 81

Teachers should first help students at Slrevise the classroom language they have learnt at P5-6 to ensure that they can use it confidently. Then, teachers can staq teaching the more difficult items:

0 Greetings

0 Classroom instructions (only to be understood by students, not to be produced)

0 Instructions and explanations about exercise

books/homework (to be understood and repeated by students for the benefit of their classmates)

0 Students' responses to more complex issues 0 Students' questions requiring further explanation,

repetition, etc.

0 Apologies and excuses of a slightly more complex nature

81-3

Most of the basic classroom language should have been covered during st. At Sl-3, teachers may need to give more

complicated classroom instructions for ihe more complex tasks.

The more difficult language can be introduced gradually according to students' abilities and subject needs. But there should be agreement among teachers as to the common instructions to be used across EMI subjects.

19

Q12. How can classroom language be taught when students' ability is very low?

Teachers should teach the items step by step. The emphasis must always be on the spoken form rather than the written form. Teachers can ask students to repeat after them and request students to use these expressions whenever possible.

Lapses and repetition in use should be accepted and not regarded as failure to communicate.

If students do not have enough confidence, teachers should give them as much practice as possible and encourage frequent use despite the errors. Everyone makes mistakes and mistakes are part of a natural learning process.

If students have made an effort and expressed themselves

accurately, teachers should praise them. Various means such as awarding students scores if they have made a good number of successful communications can be used to reinforce students' motivation.

Teachers are easily tempted to give up when students keep failing to understand and avoid English in the classroom, but they must not give up. It is important to remember that if

teachers use English in the classroom consistently and with perseverance, students will eventually develop the same habit

and consequently use the language, which is essential for the

development of language skills.

Q13. What study skills should be taught to students to help them get along in class, to enable them to study independently after school, and to increase their confidence in themselves?

To prepare for long-term development, students must learn the methods of acquiring knowledge and developing confidence.

There is no rule for identifying items for specific levels. The major study skills are as follows:

working in class

0 0 0

0

asking others for help concerning learning problems working with others to complete a task

offering help to others in learning situations when appropriate

cooperating with others and listening to different opmlons

studying independently after school

0

0

0

0 0

extracting important points and making notes when

reading

gathering and extracting information and ideas from texts and various sources

classifying information and ideas meaningfully and making reference to them whenever necessary organising materials, information and ideas

systematically

planning a timetable for study and revision

evaluating one's own progress and noting one's strengths and weaknesses

using the dictionary as well as the library to look for explanation and information

21

and at P5-6 depends very much on the range of texts available in the P5-6 English Language textbooks and other learning materials. The teaching of writing skills depends on the range of text-types teachers want to teach. P5-6 teacher~ very rarely want their students to be able to produce complete texts, unless based on models and possibly supported with a lot of pictures.

Teachers should use their discretion as to which skills to teach.

If the students are very bright and if the teachers want to help prepare these students for the English medium in 81, teachers can find out from the 81 curriculum the reading and writing skills required in the various subjects, and give extra guidance and assignments to develop these skill~.

81-3

At Sl-3 levels, teachers of English Language as well as the teachers of the EMI subjects have to teach the reading and writing skills required for studying. The decision about these skills depends very much on the texts used for the various

subjects. Where possible, the teachers of English Language can try to teach the major reading and writing skills as best they can through the English Language materials beforeihese skills are taught or used in the other subjects.

Reading skills can include the following:

0 the basic phonic system'(e:g. bad, bag; bat; ,bunny, funny, sunny), without having to know the meaning and use of the words, but trying to read aloud texts in order to become familiar with the English sound system

0 reading silently for ideas and information; the emphasis being to spot the key words for ideas and infqrmation

23

and being able to establish their meaning

0 understanding the use of punctuation marks (e.g. the full-stop for an ending tone, the comma for a pause, the question mar~ for a rising tone)

identifying the key word in a sentence, the key sentence in a par~graph and the key paragraph in a passage, so that meaning can be established and ideas related

0

the other skills of

-deducing meaning of words and phrases -identifying linking words or phrases to

understand the connection between ideas

-inferring writer's intention, attitude and feelings -skimming a text to get its gist

-scanning a text to locate specific information such as names and figures

-recognising indicators in discourse (e,g. first, then, therefore, however, finally)

;.;. distinguishing fact from opinion

"" understanding both explicit and implicit meanings

Writing skills can include the following

0 0

0

interpreting the purposes of writing

preparing for writing, such as enquiring for ideas, information and the necessary language

recognising text-types and using them appropriately identifying the main ideas and supporting details to be

presented

constructing meaningful phrases and sentences using punctuation marks meaningfully

0

24

0 0

using indicators for a logical presentation

drafting, self-correcting and revising for improvement More detail suggestions of reading and writing skills for Sl-3 are provided in Appendix 7.

Q15.

What dictionaa skills should be covered?

At all levels, students should be familiarised with dictionary skills. Dictionary work is boring and meaningless when there is no purpose; but it can be fun and challenging when students use the dictionary skilfully to find answers and solve problems Students should be expected to develop dictionary skills as they acquire language learning skills, starting as early as possible with the simple ones andprogressingJo the difficult ones only when they are ready to do so.

Both teachers of English Language at P5-6 and 81-3 and the teachers of other subjects can help students to acquire dictionary

skills.

The easy dictionary skills refer to

0 finding words according to alphabetical order 0 checking the spelling of words

0 understanding the explanations of words in a simple dictionary

The more difficult dictionary skills refer to

0 knowing the phonetic system and symbols used for pronunciation

25

0 0

knowing how to choose the appropriate explanation understanding the examples provided to help explain meaning and use

checking one's own language use against the explanation and example in the dictionary

Q16,

What libraa skills should be covered?

At all levels and for all subjects, students should be familiarised with the library setting, how books are arranged on shelves according to type and nature, how magazines and newspapers are freely available for reading but not to be taken away, how silence and discipline must always be maintained, etc.

Both the teachers of English Language and the teachers of the other subjects can help students to acquire library skills.

At P5-6, students should have already develope(! the habit of borrowing books (probably only story books) from the library (class library or the public library), and following the procedure of library loans and returns. They can also learn how to use the library for collecting information for various purposes.

At 81-3, students should learn to use

0 the catalogues and writers' name search

0 the different parts of a publication to obtain information, e.g. book cover, title, table of contents

0 scanning skills when looking for books or articles 0 the magazines and journals on display and search for

information by looking through the contents page

0 reference books, encyclopedia or children's encyclopedia

Ql7.

What enguia skills should be covered?

At all levels, students should be encouraged to develop enquiry skills which are essentialfoiindependenfleaming. The types and complexity of enquiry skills increase according to students' progress, not only in English Language, but in all aspects of

learning.

Both the teachers of English Language and the teachers of the other subjects can help students develop enquityskiUs.

The easy enquiry skills include

0 asking for information and explanation 0 repeating questions and seeking clarification 0 using appropriate opening remarks and formulaic

expressions (e.g. Excuse me ...) The more complex enquiry skills include

0 requesting explanation when there is misunderstanding or

query

0 understanding the use of different tones 0 asking follow-up questions

0 knowing where to look for information

0 writing simple letters to ask for information and

materials

27

Q18. How can students be trained to become independent learners?

Leamer independence refers to a leamer's ability to learn with reduced teacher support and little supervision. It is essential for the effective development of language abilities and must be encouraged to replace spoonfeeding.

All teachers should help their students to develop leqrner independence through

0 trial and error

0 development of study skills

0 self-evaluation and reflection (e.g. keeping personal records and portfolios, using checklists to review one's work, and discussing with peers and teachers about

progress)

0 learning activities such as process writing and project work, in which students are encouraged to experiment with ideas through revision and re-drafting

PART IV

classroom interaction

Q19. What can be done during English Language lessons to help students gain confidence and interest, get involved, and be prepared for the EM! subjects?

Other than the teaching of the language and skills des~ribed in Part III above, teachers of English Language should provide ample opportunities of English language use and encourage students to use English freely. Interesting tasks and personal involvement can motivate stude~ts' interest and participation effectively.

In these activities, there is no need to criticise or correct all students' mistakes. Some errors can be tolerated or corrected

simply by pointing out and teaching th~ right version. Overt criticism and correction only inhibit confidence and motivation.

The teacher can correct a few errors at a time and allow some errors to remain until the students are ready for more

correction.

P5-6

Students should be encouraged to take an active role in group work, try to complete tasks and solve problems independently.

As an additional assignment, students can try to go through the first chapter of an S I textbook and identify the words that they 29

know and the words that they do not know. Students can be encouraged to find out the pronunciation, meaning and use of some of these words from a simple dictionary independently.

This activity helps students to assume some responsibility for their learning and also anticipate the language use in S 1. There is no need for the teacher to teach or explain the new words unless asked to.

81.,;,3

Assignments that extend outside the classroom into daily life concerns can be given to students at regular intervals, such as asking students to (a) note and record the use of English in the environment, (b) note the English used in songs and

commercials, (c) plan for a report on a special event (e.g. a picnic or a visit), (d) repeat what certain people or characters

say on a TV or video programme, (e) list the difficult words and sentences encountered in the other subjects, and (f) take

down some of the things said by the school principal and other teachers during assembly or similar occasions.

Students should be encouraged to help each other in all

activities, because, through helping each other, the better ones can further internalise their knowledge and skills, and the weaker students can benefit from the experience of their peers without interference from teachers. However, in doing so, teachers should ensure that

students know that everybody has different strengths and weaknesses, and that the strengths and weaknesses change at different periods of their lifetime,

(i)

students know that everybody has the potential of

(ii)

improving himself/herself: and that everybody can improve when there is sufficient and well-directed effort and input, and

students' work is checked by the teacher asking questions on how they arrive at the results and commenting on the process instead of the product.

Students should be led to understand that simply copying the results is of no use. They must improve on their methods and independence.

Q20. What can be done by the English Language teacher to help students learn ~ffectively in the EM! suQiects?

Teachers of English Language can help students study the other subjects in the English medium by

(i) ensuring that

0 the names and terminologies are pronounced in the same way (and correctly) across subjects, and the same range of language patterns is used (e.g.

when to start using the complex sentence or the adverbial clause of time)

0 everybody concerned uses the same source of reference (the same dictionary, the same grammar book, etc)

observing closely the development of the students, and keeping all relevant teachers infonned as to the pace of students' progress: when certain language items need to

be taught, when certain errors need to be corrected,

31

when certain new language patterns can be introduced, when teaching can proceed more slowly or quickly, etc.

A language plan can be very useful to facilitate a common understanding about each class (Appendix 5).

re-arranging the contents of the English Language textbooks so that the urgently required language items can be taught or revised in the English Language lessons before (and not after) they have to be used in the other subjects. For example, the present perfect tense can be revised in the third or fourth week of S I before it is heavily used in Social Studies and History; questioning and answering skills for discussion purposes can be taught in the second term of S 1 before it is used in Social Studies. (Please see Part V on curriculum tailoring. )

using materials of the EM] subjects as content for English Language oral work, discussion, composition, listening and reading practice. For example, students

can be asked to take notes of a documentary they watch for any other subject {History, Geography, Science) as

study skills development, to write a report of a science experiment as a composition assignment, to read some materials for Social Studies and report the findings to the class as oral work, to collect information on the

environment of Hong Kong and prepare a scrap book on how to protect the environment as project work.

Q21. What can the teachers Qf the EM] suQiects do to help their students at Sl-3?

Other than the measures described in Q9, the teachers of the EM! subjects in S 1 should

(i) confine their language use to the level of the students' abilities;

(ii) allow time for students to get through the language barrier, by going through the topics/textbook more slowly, using the dictionary when necessary, repeating the difficult parts, using pictures and other teaching aids frequently, using group arrangement whereby more assistance can be given to the weaker groups, helping the very weak stud~nts to take notes, and asking senior students to lend help to the weaker students after lessons;

(iii) always appreciate the efforts and improvements made by students, in all aspects of learning as well as English, and never criticiseor deny the value of students' efforts;

(iv) help students practise the classroom language taught in the English Language lessons;

(v) help students learn and practise study skills and langut;:lge development skills when the opportunities arise;

(vi) -keep themselves informed through discussion with the English Language teachers regarding the students'

progress; and

(vii) arrange extra-curricular activities that require the use of English.

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PART V

Q22.

What is curriculum tailoring for bridging purposes?

Curriculum tailoring is cutting-down, extending or adapting the curriculum (syllabus or textbook) according to students' needs.

Every school may find a different need for curriculum tailoring and school-based curriculum tailoring is the most effective form of curriculum development. Civic education, and religious and ethical education, for example, are often tailored according to school policy, teacher preference, resource materials, social climate and parental expectation.

For the better students using English as the medium of learning, the English Language curriculum has to be extended to support the curriculum of the EMI subjects. For example, more classroom language, more language skills, more study skills and especially the vocabulary of the EMI subjects have to be taught. This is extending the English Language curriculum to support the study of the other subjects.

For the average students using English as the medium of learning, time has to be allowed for acquiring sufficient language to study the EMI subjects. These students often find the language presenting the contents of the EMI subjects too difficult. So both the language and contents of the EMI subjects may have to be reduced in order to enable students to start off. This is reducing the curricula of the other subjects in

order to allow time for students to be prepared for studying

them in the English medium. ':"

Frequently, there is no compatibility between the pace of learning English in the subject of English Language and the

EMI subjects. For example, the past perfect tense and long complex/compound sentences are taught very late in the El1gli&h J--anguage curriculum but used very early in History and

Science. In such cases, the English Language curriculum has to be adjusted to provide students with the language necessary fot;

the EMI subjects, and at the same time the contents of the EMI subjects have to be rearranged to avoid the use of overtly difficult language. The adjustment of English Language has to be matched with the rearrangement of the other subjects. This is adapting the curriculum according to students' learning needs in English Language and the other subjects.

For examples of simplifying the language in jh~ textbooks of the various subjects, please refer to Appendix 2.

For examples of curriculum or textbooks tailoring, please refer to Appendix 3.

Q23. How should secondary schools choQse textbooks for b'ridging purposes? Is it necessary to use special textbooks at 5'] ?

Secondary schools using Chinese as the medium of instruction do not have to use any special textbooks for bridging. Careful choice, pacing and use of the English Language textbooks is

sufficient to help S 1 students bridge the English gap.

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