The chapter examines the extent to which methodology and content have changed in secondary school English language syllabi from 1975 to 1999. Through syllabus review, it was found that there has been a shift from Classical Humanist, transmissive, grammar-translation methodology, to Reconstructionist, oral-structural, pre-communicative methodology, to Progressivist, task-based, communicative methodology. Specifically, there has been a move away from translation activities, and there has been more emphasis given to developing communicative skills. Initially the communication was within prescribed domains, but recently the domains of interaction have widened to take account of individual needs. In terms of content, there was no change in the period under review. Textbook analysis was carried out to tentatively judge the extent of syllabus implementation. The analysis took into account textbooks' organizational focus, implied pedagogy, and content realism. The analysis reveals a considerable level of correspondence with the current syllabus at a general level, but that textbooks introduced innovative aspects of the syllabi to a very limited extent. Implications of these findings for teacher roles and teacher education are drawn; so are implications for the fundamental lack of change in syllabus and textbook content. Copyright © 2000 The Hong Kong Institute of Education.
|Title of host publication||School curriculum change and development in Hong Kong|
|Editors||Yin Cheong CHENG, King Wai CHOW, Kwok Tung TSUI|
|Place of Publication||Hong Kong|
|Publisher||The Hong Kong Institute of Education|
|Publication status||Published - 2000|