Both the latest primary and secondary English Language Syllabuses published by the Hong Kong Curriculum Development Council included the component of the teaching of language arts (LA) which refers to the use of literacy texts ‘to develop students’ language sensitivity, cultural awareness, and creative and critical thinking’. The area indeed helps to develop students’ experience dimension of language learning. In a recent questionnaire survey we administered to 95 primary school teachers and 63 secondary teachers, we found that while very high percentages of respondents agreed that LA activities heightened students’ interest in learning English, and enhanced their language developments, creativity and imagination, many would rather include them as extra-curricular activities (ECA). Given the pervasive reliance on textbook as the major source of teaching materials, it is quite unlikely that teachers will shift to the use of a lot of LA activities or literacy genres. Thus this area will remain mostly as ECA which is perceived as peripheral. This paper will discuss the findings of the survey and the support teachers need. Based on the findings and our experiences working with schools, a framework for curriculum integration will be outlined which will include the component of LA as core curriculum and implementation strategies for teachers will be discussed.
|Publication status||Published - Dec 2004|