A Case Study on the Implementation of a School-based Curriculum in a Hong Kong Secondary School

Samson YUEN
Nottingham Trent University, United Kingdom


The effect of globalisation has been extended to education, as we see popular teaching methods being spread across the globe. The rising popularity of outcome-based education in tertiary institutes in Hong Kong is one example. At secondary level, the Hong Kong Curriculum Development Council (CDC) has been promoting the task-based approach (TBA) to be used in the English classrooms in recent years. Nevertheless, research shows that such a globalised approach is not totally compatible to Hong Kong's contexts (e.g. Carless, 2002; 2007). Despite its incompatibility, following the introduction of TBA, the CDC encourages teachers to "develop models of their own to suit the interests, needs and abilities of the particular group of learners"; thus opening an opportunity for school-based curriculum development (SBCD). While it is believed that SBCD could lead to “greater teacher autonomy” (Lo, 1999, p.420), it provides a channel for teacher to counter the wave of globalised teaching methods and to design a curriculum that preserves good practice in local contexts.

It is against this background that I plan to conduct a naturalistic case study to examine the implementation of a school-based curriculum in a Hong Kong secondary school's English classrooms. Emphasis will be placed on how teachers holding different teaching styles and beliefs/experiences in English as a second language respond to the SBC introduced by the researcher.

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