<scp>H</scp>ong<scp>K</scp>ong English Curriculum in the New Millennium

Hu, Jinqiu; Andy, Gao Xuesong

doi:10.1002/9781118784235.eelt0937

Cited by 3 publications

(3 citation statements)

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“…Koh (2015) criticizes the teaching of popular culture texts and suggests curriculum innovation. Hu and Gao (2018) discuss changes in involving teachers in pedagogy development, using the first language as a means of multilingual multimodal mediation, and promoting Language Across the Curriculum (LAC) in content subjects and English teaching.…”

Section: English Curriculum Development For Senior Secondary Educatio...mentioning

confidence: 99%

“…The inclusion of the Chinese language in the official language system did not alter the pro-English linguistic hierarchy, as English continued to be perceived as economically more beneficial than Chinese (Fung, 2021). Consequently, the implementation of the medium of instruction (MOI) policy fine-tuning in 2010 provided schools with greater flexibility in choosing between CMI or EMI for various subjects throughout the curriculum (Hu & Gao, 2018).…”

Section: Introductionmentioning

confidence: 99%

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A Cross-cultural Comparison of ELT Curricula of Senior Secondary Schools in Mainland China and Hong Kong

Su,

Ruisz,

Zhang

2024

NJCIE

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English holds significant importance as a foreign language in Mainland China and Hong Kong, where ongoing curriculum revisions are shaped by economic and sociocultural advancements. Previous research on English Language Teaching (ELT) curriculum comparisons in Asia has frequently overlooked the exploration of underlying sociocultural and socio-political factors that contribute to the observed similarities and differences. Adopting a governmentality Perspective informed by Dean's analytics of government theory, this cross-cultural comparative study investigates the ELT curricula in senior secondary schools in Mainland China and Hong Kong. Through this analysis, the study explores how sociocultural and socio-political factors interact to influence the educational landscapes. By examining the dimensions of problematizations, rationalities, techne, and teleology within the curricula, the research uncovers common challenges, rationales, approaches, and objectives, as well as distinctions arising from the unique sociocultural, political, and economic contexts of Mainland China and Hong Kong. This examination underscores the profound impact of these contextual factors on ELT curriculum design, contributing valuable insights to the cross-cultural discourse. Furthermore, the findings lay the groundwork for future research and policy development in the realm of ELT curricula, emphasizing the need for additional studies employing diverse methods and focusing on the implemented and experienced curriculum in senior secondary schools to provide a comprehensive understanding of English language education in both Mainland China and Hong Kong.

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Section: English Curriculum Development For Senior Secondary Educatio...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Cross-cultural Comparison of ELT Curricula of Senior Secondary Schools in Mainland China and Hong Kong

Su,

Ruisz,

Zhang

2024

NJCIE

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“…Instead of investigating the potential value of and suggesting practical proposals for using EMI lectures to enhance students’ vocabulary knowledge, researchers have called for offering various linguistic support to students ( Wang et al, 2018 ) and professional development support to EMI lecturers ( Macaro et al, 2021 ). Research has also suggested encouraging cooperation between content and language teachers ( Hu and Gao, 2018 ). However, content teachers that deliver EMI lectures may not perceive themselves as language teachers and therefore may believe that EAP teachers should assist students with linguistic issues ( Galloway and Ruegg, 2020 ).…”

Section: Literature Reviewmentioning

confidence: 99%

The potentials for incidental vocabulary acquisition from listening to computer science academic lectures: a higher education corpus-based case study from Macau

Reynolds¹,

Xie²,

Pham³

2023

Front. Psychol.

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IntroductionUniversities in non-Anglophone countries are increasingly implementing English as the medium of instruction (EMI) lectures. There seems to be an assumption that students’ performance on standardized English examinations can be equated with the lexical knowledge needed to comprehend EMI lectures regardless of discipline. For unknown words students encounter, it is assumed that they can be picked up through listening to these lectures. This potential for students to acquire unknown words incidentally while listening to these lectures has yet to be fully explored.MethodsThis study addresses the potential of students incidentally acquiring vocabulary from listening to EMI lectures through corpus analyses of computer science lectures at one public university in Macau. Taking into consideration frequency, range, and lecturer explanation, corpus analyses of the transcripts of 28 computer science lectures (40 h 36 min) were conducted to determine the lexical knowledge needed for students to comprehend the lectures. The potential number of words these students could acquire through listening to the lectures was also uncovered through further analyses.ResultsResults showed that L2 students need to have receptive knowledge of the most frequent 3,000 word families plus proper nouns and marginal words to reach beyond 95% lexical coverage. To reach 98% lexical coverage, 5,000 word families are needed. Considering frequency, range, and teacher explanation, we concluded that 30 new words could reasonably be incidentally acquired after listening to the 28 lectures.DiscussionThese results indicate a need for EMI lecturers to consider the lexical knowledge of students and whether additional pedagogical techniques (i.e., vocabulary explanation) should be employed in content classrooms when lectures are delivered in English, especially for specialized fields such as computer science. Our results also draw attention to the importance of field specific vocabulary and the potential pitfalls of using blanket English language admissions criteria when admitting students to different academic programs.

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Modal Verbs in Research Article Abstracts in Applied Linguistics: Juxtaposing Discursive Practices of the Inner and Outer Circles of English

Капранов

2022

East-West Cultural Passage

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The article introduces and discusses a computer-assisted study that seeks to shed light on the frequency and use of the central modal verbs (can, could, may, might, must, shall, should, will, would) in research article (further: RA) abstracts in applied linguistics published in the Inner and Outer Circles of English, respectively. The study is informed by the construal of the Circles of English that are comprised of the Inner Circle, where English is spoken as the mother tongue (for example, the United Kingdom), the Outer Circle, where it is used as a second language in the former British colonies (for instance, Hong Kong, Malaysia, etc.), and the Expanding Circle (e.g., Japan), where English is spoken and taught as a foreign language (Kachru 48). In the construal of the Circles of English, the Outer Circle is regarded as a heterogeneous sociolinguistic space with fluid boundaries (Higgins 615) that affects the frequency and use of the central modal verbs in a variety of textual genres (Lee and Collins 501). Against this background, the study aims at identifying and analysing the frequency of the central modal verbs in a corpus of RA abstracts in applied linguistics published by international peer reviewed journals associated with the Outer Circle (one journal published in Hong Kong and one in Malaysia, respectively) and the Inner Circle of English (one journal published in the United Kingdom). The results of the quantitative analysis of the corpus indicate that the most frequent modal verbs in the entire corpus are can and may, which function as hedging devices in the journals that are associated with the Outer and Inner Circles of English, respectively. These findings are discussed in the article through the prism of the construal of the Circles of English.

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HongKong English Curriculum in the New Millennium

Cited by 3 publications

References 13 publications

A Cross-cultural Comparison of ELT Curricula of Senior Secondary Schools in Mainland China and Hong Kong

A Cross-cultural Comparison of ELT Curricula of Senior Secondary Schools in Mainland China and Hong Kong

The potentials for incidental vocabulary acquisition from listening to computer science academic lectures: a higher education corpus-based case study from Macau

Modal Verbs in Research Article Abstracts in Applied Linguistics: Juxtaposing Discursive Practices of the Inner and Outer Circles of English

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