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postgraduate thesis: Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school

TitleContent and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school
Authors
Issue Date2013
PublisherThe University of Hong Kong (Pokfulam, Hong Kong)
Citation
Leung, C. P. [梁仲賢]. (2013). Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5094907
AbstractWith the implementation of the fine-tuned medium of instruction policy in Hong Kong in September 2010, the era of compulsory mother tongue education has come to an end. Compared with a decade ago, more secondary schools are now teaching content subjects in English, a second language to the majority of students. To ensure that this change can enhance students’ English proficiency without sacrificing their academic achievement, the educational initiative Language Across the Curriculum, or more widely known as Content and Language Integrated Learning (CLIL), aiming at simultaneous content and language enrichment has been widely advocated by Education Bureau. As CLIL is a novel approach in Hong Kong and little is known regarding its implementation, this study was conducted to fill this gap by examining the attitudes and beliefs of the major stakeholders towards CLIL. Both quantitative and qualitative data were collected from a secondary school practising CLIL. Questionnaire survey, classroom observations, focus group interviews with students and semi-structured individual interviews with English and content teachers were conducted to elicit (i) students’ and content teachers’ perceived benefits and challenges of CLIL, and (ii) the measures taken or to be taken to facilitate its execution. The data revealed that CLIL was perceived to bring such benefits as increasing students’ English exposure and reducing their learning anxiety; yet, factors like students’ and content teachers’ lack of English proficiency and the latter’s self-perceived identity as mere content experts seemed to hinder CLIL implementation. To overcome the hurdles, several measures were identified. A case in point is the facilitation of collaboration between English and content teachers. Drawing on the findings, some implications for schools and teachers were suggested and future research directions discussed.
DegreeMaster of Arts in Applied Linguistics
SubjectLanguage arts - Correlation with content subjects - China - Hong Kong
Language and languages - Study and teaching (Secondary) - China - Hong Kong
Dept/ProgramApplied English Studies
Persistent Identifierhttp://hdl.handle.net/10722/193541

 

DC FieldValueLanguage
dc.contributor.authorLeung, Chung-yin, Patrick-
dc.contributor.author梁仲賢-
dc.date.accessioned2014-01-13T23:10:36Z-
dc.date.available2014-01-13T23:10:36Z-
dc.date.issued2013-
dc.identifier.citationLeung, C. P. [梁仲賢]. (2013). Content and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5094907-
dc.identifier.urihttp://hdl.handle.net/10722/193541-
dc.description.abstractWith the implementation of the fine-tuned medium of instruction policy in Hong Kong in September 2010, the era of compulsory mother tongue education has come to an end. Compared with a decade ago, more secondary schools are now teaching content subjects in English, a second language to the majority of students. To ensure that this change can enhance students’ English proficiency without sacrificing their academic achievement, the educational initiative Language Across the Curriculum, or more widely known as Content and Language Integrated Learning (CLIL), aiming at simultaneous content and language enrichment has been widely advocated by Education Bureau. As CLIL is a novel approach in Hong Kong and little is known regarding its implementation, this study was conducted to fill this gap by examining the attitudes and beliefs of the major stakeholders towards CLIL. Both quantitative and qualitative data were collected from a secondary school practising CLIL. Questionnaire survey, classroom observations, focus group interviews with students and semi-structured individual interviews with English and content teachers were conducted to elicit (i) students’ and content teachers’ perceived benefits and challenges of CLIL, and (ii) the measures taken or to be taken to facilitate its execution. The data revealed that CLIL was perceived to bring such benefits as increasing students’ English exposure and reducing their learning anxiety; yet, factors like students’ and content teachers’ lack of English proficiency and the latter’s self-perceived identity as mere content experts seemed to hinder CLIL implementation. To overcome the hurdles, several measures were identified. A case in point is the facilitation of collaboration between English and content teachers. Drawing on the findings, some implications for schools and teachers were suggested and future research directions discussed.-
dc.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.subject.lcshLanguage arts - Correlation with content subjects - China - Hong Kong-
dc.subject.lcshLanguage and languages - Study and teaching (Secondary) - China - Hong Kong-
dc.titleContent and language integrated learning : perceptions of teachers and students in a Hong Kong secondary school-
dc.typePG_Thesis-
dc.identifier.hkulb5094907-
dc.description.thesisnameMaster of Arts in Applied Linguistics-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineApplied English Studies-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5094907-
dc.date.hkucongregation2013-

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