An in-service programme in Hong Kong for integrating language and content at the post-secondary level
Title
An in-service programme in Hong Kong for integrating language and content at the post-secondary level
An in-service programme in Hong Kong for integrating language and content at the post-secondary level
Keywords: No Keywords
Author
Paul C. Corrigan
City University of Hong Kong
Bio
Paul C. Corrigan currently teaches in the Department of English at City University of Hong Kong. He joined CityU in 1994 and has also taught at universities in Japan and the U.S. He holds a Doctor of Education from the University of Bristol; Master of Arts (TESOL) from Teachers College, Columbia University; Master of Arts in English (Literary Studies) from Chinese University of Hong Kong; Postgraduate Certificate in Hong Kong Law from City University of Hong Kong; and Bachelor of Arts from Indiana University.
Paul C. Corrigan
City University of Hong Kong
Bio
Paul C. Corrigan currently teaches in the Department of English at City University of Hong Kong. He joined CityU in 1994 and has also taught at universities in Japan and the U.S. He holds a Doctor of Education from the University of Bristol; Master of Arts (TESOL) from Teachers College, Columbia University; Master of Arts in English (Literary Studies) from Chinese University of Hong Kong; Postgraduate Certificate in Hong Kong Law from City University of Hong Kong; and Bachelor of Arts from Indiana University.
Abstract
Hong Kong’s special status as a former British colony and now a globally competitive Chinese special administrative region (SAR) where “English continues to be the default medium of written communication in the workplace” (Santandreu et al., 2009, p. 1452) are the two major factors explaining why English as the medium of instruction (EMI) policy dominates higher education in Hong Kong. Sharing the same pedagogical phylum as content and language integrated learning (CLIL), EMI as pedagogy could be considered like CLIL when it seeks to integrate content with the second language of students, although not strictly adhering to the 4Cs CLIL framework articulated by Coyle, Hood, and Marsh (2010). In Hong Kong, EMI is found in the universities and institutes which are funded publicly on the advice of the University Grants Committee as well as in the post-secondary college system. Already well-established in Hong Kong’s publicly funded universities before their huge expansion in the 1990’s, EMI is also well-established in the post-secondary sector, where enrollment doubled between 2000 and 2006 due to government policy (Education and Manpower Bureau, 2007). Post-secondary programmes using EMI include many associate degrees and ‘top up degrees’ for those associate degree graduates wishing to spend two more years to obtain a bachelor’s degree. In this article I describe and discuss an in-service programme for post-secondary teachers which was funded through the Education Bureau in Hong Kong. The curriculum of this programme covered knowledge and pedagogical skills development for integrating language and content.
Hong Kong’s special status as a former British colony and now a globally competitive Chinese special administrative region (SAR) where “English continues to be the default medium of written communication in the workplace” (Santandreu et al., 2009, p. 1452) are the two major factors explaining why English as the medium of instruction (EMI) policy dominates higher education in Hong Kong. Sharing the same pedagogical phylum as content and language integrated learning (CLIL), EMI as pedagogy could be considered like CLIL when it seeks to integrate content with the second language of students, although not strictly adhering to the 4Cs CLIL framework articulated by Coyle, Hood, and Marsh (2010). In Hong Kong, EMI is found in the universities and institutes which are funded publicly on the advice of the University Grants Committee as well as in the post-secondary college system. Already well-established in Hong Kong’s publicly funded universities before their huge expansion in the 1990’s, EMI is also well-established in the post-secondary sector, where enrollment doubled between 2000 and 2006 due to government policy (Education and Manpower Bureau, 2007). Post-secondary programmes using EMI include many associate degrees and ‘top up degrees’ for those associate degree graduates wishing to spend two more years to obtain a bachelor’s degree. In this article I describe and discuss an in-service programme for post-secondary teachers which was funded through the Education Bureau in Hong Kong. The curriculum of this programme covered knowledge and pedagogical skills development for integrating language and content.
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Pages 431-439
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Category: Curriculum Contexts, Volume 15 Issue 4
