Abstract
This chapter explores the implementation of task-based language teaching (TBLT) in Hong Kong secondary classrooms, identifying the teaching beliefs held by Hong Kong secondary school English teachers and examining the influence of their beliefs on their implementation of TBLT.
The present study draws curriculum developers’ attention to the power of teacher beliefs in implementing a curriculum innovation, which is often neglected when introducing educational changes. It also provides them with practical implications for initiating curriculum innovation of a similar nature in future.
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Notes
- 1.
EMI schools must have at least 85 % of their Secondary 1 (Year 7) intake being able to learn through English. In EMI schools, all subjects are taught in English; hence, students in EMI schools have adequate exposure to authentic English and their English standard is comparatively higher than those in Chinese medium (CMI) schools.
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Chan, W.L. (2014). Hong Kong Secondary School English Teachers’ Beliefs and Their Influence on the Implementation of Task-Based Language Teaching. In: Coniam, D. (eds) English Language Education and Assessment. Springer, Singapore. https://doi.org/10.1007/978-981-287-071-1_2
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