Studies of classroom environments indicate children learn through individual and collaborative interactions with their classroom environment, and through the skilled intervention of teachers. This study explored 70 primary classrooms in Hong Kong in an attempt to determine how the classroom environments supported learning, and what messages were being implicitly sent to pupils about language teaching and learning. Observational records were made of the environmental, self-related and symbolic elements that existed in each classroom. Findings reveal highly structured classroom environments largely devoid of displays, visual stimuli or personalisation. The implicit messages identified relate to teacher control and responsibility for learning, an emphasis on neatness, accuracy and conformity, learning by memorisation, and a devaluing of English and written language in general. Copyright © 1997 Hong Kong Educational Research Association.
|Journal||Educational Research Journal|
|Publication status||Published - Dec 1997|