A case study of communicative language teaching in two Chinese medium of instruction secondary schools in Hong Kong

2000 ◽  
Author(s):  
Kam-cheung, Francis Lee
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Medium Of Instruction

scholarly journals HOW COMMUNICATIVE LANGUAGE TEACHING METHOD ACTIVATE STUDENTS LEARNING PROCESSES IN SECONDARY SCHOOLS IN TANZANIA

2021 ◽  
Vol 2 (1) ◽  
pp. 1-10
Author(s):  
Irene Mollel
Keyword(s):  
Secondary Schools ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Language Learner ◽  
Target Language ◽  
Unique Contribution ◽  
Qualitative And Quantitative

Purpose: The purpose of this study was to make a thorough assessment of how communicative language teaching method activates student learning process in secondary schools in Tanzania, particularly Arusha district. Methodology: This study employed both qualitative and quantitative approaches under case study design and data were gathered through questionnaires and interviews. Data obtained were analyzed using descriptive and thematic analysis. Findings: Results from the study reveals that, CLT promotes learner’s self-expression abilities using a target language; build learners communicative competences; Create and maintain the interaction between language, learner and the speaker and enhance easy assessment of the learners' practices and development.   Unique contribution to theory, practice and policy CLT method is the best approach to be adopted by all teachers on instructing learners’ new language particularly the English language. The scrutiny of this study will help the policymakers to review the curriculum and add utmost CLT activities to be done in and outside the classroom thus enable students to get more time to practice the language.

Engaging Exam-Oriented Students in Communicative Language Teaching by ‘Packaging’ Learning English Through Songs as Exam Practice

RELC Journal ◽  
2021 ◽  
pp. 003368822097854
Author(s):  
Kevin Wai-Ho Yung
Keyword(s):  
Hong Kong ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
High Stakes Testing ◽  
Communicative Language Teaching ◽  
High Stakes ◽  
Secondary English ◽  
Language Curriculum ◽  
Teachers And Students

Literature has long been used as a tool for language teaching and learning. In the New Academic Structure in Hong Kong, it has become an important element in the senior secondary English language curriculum to promote communicative language teaching (CLT) with a process-oriented approach. However, as in many other English as a second or foreign language (ESL/EFL) contexts where high-stakes testing prevails, Hong Kong students are highly exam-oriented and expect teachers to teach to the test. Because there is no direct assessment on literature in the English language curriculum, many teachers find it challenging to balance CLT through literature and exam preparation. To address this issue, this article describes an innovation of teaching ESL through songs by ‘packaging’ it as exam practice to engage exam-oriented students in CLT. A series of activities derived from the song Seasons in the Sun was implemented in the ESL classrooms in a secondary school in Hong Kong. Based on the author’s observations and reflections informed by teachers’ and students’ comments, the students were first motivated, at least instrumentally, by the relevance of the activities to the listening paper in the public exam when they saw the similarities between the classroom tasks and past exam questions. Once the students felt motivated, they were more easily engaged in a variety of CLT activities, which encouraged the use of English for authentic and meaningful communication. This article offers pedagogical implications for ESL/EFL teachers to implement CLT through literature in exam-oriented contexts.

Language policies for Hong Kong schools since 1997

2010 ◽  
Author(s):  
Vincent Kan ◽  
Bob Adamson
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Language Policy ◽  
Mother Tongue ◽  
International Communication ◽  
National Language ◽  
Medium Of Instruction ◽  
Language Policies ◽  
Mother Tongue Education ◽  
Important Means

Francis of Education (print)/1474-8479 (online) Article 2010 Language in education debates in Hong Kong focus on the role and status of English (as the former colonial language and an important means for international communication); Cantonese, the mother tongue of the majority of the population; and Putonghua, the national language of China. This paper examines the language policy formulated in 1997–1998, and finds that it radically departed from previous policies by mandating the use of Cantonese as the medium of instruction in secondary schools. The paper then analyses two subsequent policy revisions and concludes that, while the tonal emphasis on mother-tongue education has remained, the policy revisions have reversed the language policy to previous practices that emphasised the importance of English.

EST Reading Instructional Approaches at the Senior Secondary School Level in Yemen: A Case Study

2016 ◽  
Vol 8 (4) ◽  
pp. 224 ◽  
Author(s):  
Lubna Ali Mohammed ◽  
Sidek H.M ◽  
Murad Abdu Saeed
Keyword(s):  
Secondary School ◽  
English Language ◽  
Evaluation Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
School Level ◽  
Response Evaluation ◽  
Senior Secondary School ◽  
Senior Secondary

Recently, within the increasing implementation of the communicative language teaching (CLT) approach to teaching English as a foreign language (EFL), the Yemeni EFL secondary school curriculum has adopted the CLT approach. This qualitative exploratory case study aimed at examining whether or not the Yemeni English for Science and Technology (EST) senior secondary reading instructional implementation is a communicative-based instruction in nature as it is labelled. The data were collected from reading classroom observations and analysed in terms of student-teacher interaction pattern as well as teacher and learner roles based on  Richards’ and Rodgers’ Model (2001). The coding scheme used for coding the features of the Initiation-Response-Evaluation method (IRE) and the Communicative Reading Instructional method (CRI) was developed from previous studies. The findings showed that the traditional IRE and the teacher role as a director are extensively represented in the Yemeni EST senior secondary school reading instruction more than the CRI. This finding contradicts the communicative-label of the Yemeni English language curriculum. The findings are discussed in terms of the alignment of the curriculum communicative-label with regards to the EST senior secondary school reading classroom instructional implementation. Keywords: Communicative Language Teaching approach (CLT); Initiation-Response-Evaluation Approach (IREA); Communicative Reading Instructional Approach (CRIA). 

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