Educational values and the English language curriculum in Hong Kong secondary schools since 1975

Siu Yin Annie TONG, Robert Damian ADAMSON

Research output: Contribution to journalArticle

Abstract

English is an important language in Hong Kong, an international city located on the southern coast of the People’s Republic of China that, for over 150 years to 1997, was a British colony. This paper describes and analyses changes in teaching methodologies in the English language curriculum formally proposed for Hong Kong junior secondary schools from 1975 to the present day, to study how the curriculum developments reflect interrelated social, political, economic, and cultural factors of the period and the ideology in educational circles that was pre-eminent at the time. It finds that, while the rhetoric of the curriculum has changed in accordance with shifts in socio-economic conditions, the curriculum content and pedagogical approaches implemented in the classrooms have proved more constant across time. The paper suggests some explanations for the resultant curricula tensions. Copyright © 2013 IJSCL.
Original languageEnglish
Pages (from-to)22-36
JournalIranian Journal of Society, Culture & Language
Volume1
Issue number1
Early online dateMar 2013
Publication statusPublished - 2013

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English language
Hong Kong
secondary school
curriculum
Values
teaching content
curriculum development
political factors
cultural factors
economic factors
social factors
rhetoric
ideology
classroom
China
present
methodology
Teaching
language
economics

Citation

Tong, A. S.-y., & Adamson, B. (2013). Educational values and the English language curriculum in Hong Kong secondary schools since 1975. Iranian Journal of Society, Culture & Language, 1(1), 22-36.

Keywords

  • English language teaching
  • Curriculum reform
  • Educational values
  • Hong Kong
  • China