A pedagogical framework for using writing in English medium classrooms in Hong Kong

This paper proposes a pedagogical framework for the design and use of writing in English medium classrooms in Hong Kong. This framework was derived from a qualitative study of student writing in the school subjects of Biology and History in the context of content-language learning in English medium late immersion classrooms in Hong Kong. The purpose of the analysis was to determine whether and how writing in Biology and History helped students to learn content and second language in these immersion classrooms i.e. to achieve the distinctive goal of immersion education. 285 scripts of Secondary 4 students’ writing were analysed for the appropriate use of the subject-specific genres of science explanation, science description, historical recount and historical account. A textual analysis framework for analyzing subject-specific genres was used. Teachers and students were interviewed. A teacher questionnaire was also used. The paper argues that the inappropriate use of subject-specific genres and the teachers’ and students’ lack of awareness of the role of subject0specific genres in subject learning have an adverse effect on students’ learning of both content knowledge and second language and that a systematic approach to the use of writing is necessary to achieve the dual goal of immersion education.