Abstract
To better understand the innovative practices of English literacy instruction in Macau primary education, the 15 awarded primary English education entries for the 2016/2017 academic year in the Award Scheme on Instructional Design were investigated. Qualitative content data coding and analysis were used to analyze the awarded entries in terms of teaching objectives, teaching resources, learning activities, and assessment methods. The coded data were critically compared to the official primary English education curriculum in Macau to uncover similarities and differences in terms of curriculum guidelines and award scheme commendation. Results are discussed alongside recommendations for a stronger focus on English literacy instruction in Macau primary education and how this can be achieved through the use of the award scheme.
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Chan, K.K. (2019). English Literacy Instruction in Macau Primary Education: What Can We Learn from the Award Scheme on Instructional Design?. In: Reynolds, B.L., Teng, M.F. (eds) English Literacy Instruction for Chinese Speakers. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-13-6653-6_6
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DOI: https://doi.org/10.1007/978-981-13-6653-6_6
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