(Project Code: NT1222)

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NET Section, CDI, EDB

(Project Code: NT1222)

through a Multicultural Language Arts Programme in KS2 Developing Students’ Language & Intercultural Competence

Seed Project 2022/23




Our Framework

Examples from Schools

Further Information



The World is Changing


What Qualities & Skills Make 21st Century Global Citizens

21st Century Competencies Framework (Singapore)

Picture source:

21centurylearningclassroom.weebly.com/uploads/1/0/9/4/10945119/screen-shot-2017-08- 27-at-4-45-54-pm_orig.png


The Relationship between Global Citizenship Education & Language Learning

“Global Citizenship Education (GCE) develops the knowledge, skills, values and attitudes learners need to build a more just, peaceful, tolerant, inclusive, secure and sustainable world.”

(UNESCO, 2007)


The Relationship between Language & Culture

Language is a part of a culture, and culture is a part of the language; the two are intricately interwoven so that one cannot separate the two without losing the significance of either language or culture.

(Brown, 2007)

Literature that is multicultural provides students with opportunities to reflect on their own cultures (mirrors) and examine other ways of perceiving the world (windows). Specific cultures explored must be examined through multiple viewpoints that investigate their unique, diverse, and universal characteristics.

(Harvard Educational Review, Vol 65, Issue 4)


Roles of Language Arts in Our Curriculum

CDC English Language Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 6) (2017)

Language arts materials which deal with universal issues can be used as resources for simulating activities to enable students to develop positive values, think from different perspectives and make thoughtful and reasonable judgements (p.36)

… to guide students to consider and accommodate diverse views, remove bias, re-prioritise choices and show respect for multiculturalism, but also to provide them with opportunities to practise the language skills in meaningful contexts … (p.36)

Stories, fairy tales, legends, humor, jokes, sayings, proverbs and idioms collect

and preserve culture, the

wisdom of nations, their

customs and ways of life.


Questions to Ponder

How to create opportunities for students to gain

authentic exposure to other cultures through language arts?

How to orient students to explore a variety of cultural themes and gain different perspectives ?

How to support students’ inquiry into other cultures and

facilitate intercultural communication and understanding?

How to foster positive values & attitudes in student learning?



Our Framework


Project Objectives


• explore the links between language and culture and how these can foster students’ intercultural understanding and develop their awareness in becoming global citizens;


• develop students’ literacy skills , positive values and intercultural competence ;


• enhance teachers’ capacity to integrate language arts rich in cultural elements into the school- based English language curriculum to broaden students’ understanding of the world ;


• collaborate with teachers to design English learning activities that promote critical thinking , creativity and cultural awareness and that include multimodal and multigenre resources and thinking routines ; and


• create learning communities through the use of different online platforms to allow students to

share their knowledge, ideas and learning outcomes at their own pace.


What do we expect

students to know?

 Respect

 Openness

 Curiosity

 Inquiry

 Develop self awareness

 Develop cultural specific knowledge

 Grasp of global issues and trends

 Viewing the world from different perspectives

Intercultural Competence

Recognise Culture

Develop Respect Reflect on

Intercultural Experiences





Strategies & Tools

#THINK Strategy


igher order thinking skills ntercultural understanding




nowledge of English Language

Step in,

Step out,

Step back!


Project Design


Needs analysis and consensus


2 Choose a



Work together to plan the unit 4

Implement the unit 5

Review and reflect on the unit planned


New planning cycle

PIE cycle


Examples from Schools


Example 1 – What would you wish for?


Activating student’s prior


Exploring the food problem issue &

empathise with others

Suggesting solutions

Example 2 – Food for Thought

What is culture?

Countries with food problem

Values Education:

Care for others



Example 3 – Food Insecurity

The problem of food insecurity is worldwide.

People facing food scarcity are not alone.

Together we can overcome.

Reflect on one's ability to help people in need.


• Reflecting on what ‘culture’ is

• Making connection with GE


• Inquiry based learning (world) - Understanding the world situation

• Empathising with the character

• Revising concept of healthy diet (Healthy Food Plate)


• Inquiry based learning (local)

• Empathising with the character investigated


• Reflecting on the situation and explore possible ways to help

• Designing a dish of high nutrition value to be shared with the character investigated

Values Education:

Care for others





Multicultural Series

• The Monkey & the Turtle

(a folktale from The Philippines)

• The King & the Cat

(a story from India)

• The Sausage Nose

(a Swedish story)



Further Information


A co-constructor of knowledge

A creator of an interculturally aware environment

A facilitator of intercultural understandings

A nurturer of 21st century learners

A promoter of positive values and attitudes

Role of teachers


School Commitments

• culture of collaboration

• time for observation to facilitate assessment and planning for progression

• flexible with teaching schedules and modes of assessment

• allocation of an annual budget

• collaborating with AT

• providing feedback on project implementation and evaluation

• supporting dissemination of good practices


Project Timeline 2022-2023

• Understanding school needs

• Setting up the support

• Professional development

• Baseline observation & data collection

• Co-planning for the trial lesson

• Implementation & review

• Co-planning for a unit of work

• Implementation of the unit planned

• Evaluation & data collection

• Sharing of good practice May - Jun

Sep - Nov

Nov - Jan

Feb - Mar

Mar - Apr

Jun - Jul


Application Details &

Procedures School Application Form to be completed by School Head and posted to:

EDB Human Resource Management Unit

4/F, East Wing, Central Government Offices, 2 Tim Mei Avenue, Tamar, Hong Kong

Please refer to Appendix C of the EDB Circular Memorandum No. 1/2022

Closing date for application:

10 March 2022




Mr Edward LAI

(Life-wide Learning Section) Tel: 2892 5824

Project related

Ms Winnie CHEUNG

(Native-speaking English Teacher Section)

Tel: 3549 8366


NET Scheme e-Platform



Brown, H. D. (2007). Principles of language learning and teaching. New York, NY: Pearson Education.

Deardorff, D. K. (2006). The Identification and Assessment of Intercultural Competence as a Student Outcome of Internationalization at Institutions of Higher Education in the United States, Journal of Studies in International Education, 10:241-266.

Klassen, C. (1993). Teacher education that is multicultural: Expanding preservice teachers' orientation toward learning through children's literature. Unpublished doctoral dissertation, University of Arizona, Tucson.

Ministry of Education Singapore (2021). 21st Century Competencies. https://www.moe.gov.sg/education-in-sg/21st- century-competencies

Schwartz, Elaine G. (1995). Crossing Borders/ Shifting Paradigms Multiculturalism and Children's Literature. Harvard Educational Review, Vol 65, Issue 4.

The Curriculum Development Council (2017). CDC English Language Education Key Learning Area Curriculum Guide (Primary 1 - Secondary 6), The Education Bureau, HKSARG.


Thank you




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