The Hong Kong primary English curriculum has shifted from an emphasis on oral proficiency in the 1970s through a focus on functional competence in the 1980s to a goal of developing learners' ever-improving capability to use English in the 1990s. This chapter applies a multi-level framework, based on Richards and Rodgers' (1986) model for curriculum discussion and comparison, to review and analyze the three syllabi available in the local teaching context in the past two decades. It describes and analyzes the changes in the aims, objectives, and methodology of the primary English curriculum under the "fads" of different approaches recommended in the respective curriculum documents. Attempts are made to capture the theoretical and methodological developments in the primary English curriculum. The main purpose is to explicate the underlying assumptions on the nature of language and language teaching and learning to formulate a basis for understanding curriculum implementation at the classroom level. It is argued in the chapter that congruence between the intended and implemented curriculum relies on the mapping of the underlying assumptions about language and language teaching and learning. Evaluation of classroom implementation, teachers' practices, and classroom research should be related to such deeper level of theoretical orientation. Implications for policy makers, teacher educators, teachers, and classroom researchers are sought. 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|