Although task-based teaching is frequently practiced in contemporary English language teaching, it is underresearched in state school settings. This article contributes to filling this gap in the literature by using qualitative case study data to explore how a task-based innovation was implemented in three primary school classrooms in Hong Kong. Analysis of classroom observation and interview data shows how the case study teachers reinterpreted a new curriculum in line with their own beliefs and the practical challenges occurring in their school contexts. Drawing on classroom episodes, the article highlights three issues that proved problematic when the tasks were implemented: use of the mother tongue, classroom management or discipline problems, and the quantity of target language produced. Implications for the design and implementation of task-based pedagogies in primary school contexts are discussed.

background

Teaching English to young learners in Hong Kong

Issues in Teachers´ Reinterpretation of a Task- Based Innovation in Primary Schools.

“I know English”: Self-assessment of foreign language reading and writing abilities among young Chinese learners of English

Vocabulary instruction during English language learning was observed for one week in six classrooms (three K2 classes for four-year olds and three K3 classes for five-year olds) from three kindergartens in two districts of Hong Kong. From 23 sessions of observations and 535 minutes of data, field notes were coded to identify instances of vocabulary instruction and the strategies used to teach words. Participating teachers were also interviewed about their educational and professional backgrounds, as well as their beliefs and practices in English language teaching. Planned vocabulary instruction occurred in the context of storybook read aloud and theme-based learning. Words were also briefly taught during phonics instruction, which was pervasive and used to facilitate the learning of letter sounds. Teachers acknowledged the importance of oral language in the teaching and learning of English and their reported beliefs reflected their observed pedagogical practices. However, teachers mainly used strategies t...

English vocabulary instruction in six early childhood classrooms in Hong Kong

In Hong Kong, many primary teachers of English have to prepare students for examinations which are mainly written assessment. Both teachers and students focus their attention on exam-based literacy such as reading and writing skills. Consequently, oral skills are overlooked. Indeed, public examinations sideline speaking assessment because of its subjective nature; thus English teachers do not provide students with many conversational activities. Without sufficient speaking practice, many students tend to learn English by rote. Conversely, English syllabuses always suggest that students should be given more opportunities to practice speaking. It seems there are inconsistencies between syllabuses and public assessment, but the latter certainly impacts upon classroom practices. In this paper, it is suggested that an Oral Recording System should be used for speaking assessment in public examinations; this system could reduce biases and subjectivity because the recorded data could serve as evidence to justify ...

A critical analysis of English language teaching in Hong Kong mainstream primary schools: the interplay between curriculum development, assessment and classroom practices

Teaching English to young learners in Hong Kong

Citations

Issues in Teachers´ Reinterpretation of a Task- Based Innovation in Primary Schools.

“I know English”: Self-assessment of foreign language reading and writing abilities among young Chinese learners of English

English vocabulary instruction in six early childhood classrooms in Hong Kong

A critical analysis of English language teaching in Hong Kong mainstream primary schools: the interplay between curriculum development, assessment and classroom practices

Related Papers (5)

Teaching English in Hong Kong kindergartens: A survey of practices

The Discourse and Attitudes of English Language Teachers in Hong Kong

Task-Based Language Teaching in Hong Kong English Education

Out-of-class use of english by secondary school students in a Hong Kong Anglo-Chinese school

Learning to teach English in Hong Kong classrooms: patterns of reflections