The analysis of the Hong Kong education policy "Language Proficiency Assessment for Teachers of English"

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Abstract

The Education policy "Language Proficiency Assessment for Teachers of English" had been controversial since its establishment in 2000, in the sense that various stakeholders including parents, students, school administrators, teachers and the general public. This essay critically analyses this education policy in the HK context by scrutinizing the prerequisite. Subsequently, how LPATE was built on policy texts and how it was construed as a solution of gradual decline of English as well as the reciprocal politics interacting with the policy were analyzed. Additionally, the institutions and actors involved in the policy process are discussed followed by the revelation of the outcomes of LPATE in both the expected and the unanticipated dimensions. Copyright © 2014 the author(s), with first publication rights granted to the journal.
Original languageEnglish
Pages (from-to)133-145
JournalInternational Journal of Education
Volume6
Issue number4
DOIs
Publication statusPublished - 2014

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language policy
Hong Kong
teacher
education
parents
stakeholder
politics
school
student

Citation

Chim, H. (2014). The analysis of the Hong Kong education policy "Language Proficiency Assessment for Teachers of English". International Journal of Education, 6(4), 133-145. doi: 10.5296/ije.v6i4.6628

Keywords

  • Educational policy
  • LPATE
  • Bowe's policy triangle