Abstract
There have been three revisions of the HK Secondary School English language syllabus in the last 25 years, one in 1975, the next in 1983, and another currently underway. Changes in syllabus aims are analysed and evaluated for general context-compatibility by using a framework devised by Skilbeck (1982) and applied by Clark (1987) and Morris (1995) which takes into account changes in the sociocultural context. Between 1975 and 1998, English syllabus aims have been largely compatible with the socio-economic context. That is, they have moved from typifying “reconstructionist” to “progressivist” value systems. More specifically, in 1975, ELT aimed at providing opportunities for social mobility through developing minimal English oral proficiency and literacy for all children under 15. By 1983 social change through education was still a prime aim, and English syllabuses aimed to achieve functional competence in explicit, socially important domains of use. By 1998, the aims of the “Target Oriented Curriculum” already implemented in primary schools, typified “progressivist” values which are claimed to be more personally oriented. ELT in today’s complex HK context aims at English development as a part of healthy whole person development. Copyright © 2000 The Hong Kong Institute of Education.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of International Conference on Teacher Education 1999: Teaching effectiveness and teacher development in the new century |
| Place of Publication | Hong Kong |
| Publisher | Hong Kong Institute of Education |
| Pages | 1-7 |
| ISBN (Print) | 9629490382 |
| Publication status | Published - 2000 |