In view of the recent introduction of the Target-Oriented Curriculum in Hong Kong primary schools, teachers have started to consider more carefully the notion of catering for individual learner differences. This paper examines the perceptions of three English teachers towards this concept. Using classroom data, interview transcripts and attitude scale responses, a picture is developed of how and why the teachers attempt to respond to individual pupil differences. A number of different strategies emerge and their implications for teaching and learning are discussed. The issue of the cultural appropriateness of individualized learning in the Hong Kong context is also touched upon. Copyright © 1999 English Centre, University of Hong Kong.
|Journal||Hong Kong Journal of Applied Linguistics|
|Publication status||Published - Dec 1999|