Language Learning Support Section

Abstract

R & D Background

Purpose & Design

Action Plan

Findings & Analysis

Implications

Remarks

> Implications

1.	For student learning

Applying strategies across subjects
Students recognise when strategies (such as affixation, or “chunking” as they called it) are being used in different subject areas. They are able to apply those strategies in different contexts to help them comprehend texts. Their understanding of text structures and use of graphic organisers can help them to write more coherently in various subject areas.

Using language in different contexts
Because of the focus on delivery in subject lessons, students do not get many opportunities to apply the subject-specific language items they have learned and use them in new contexts. Examination questions at HKDSE level often require students to explain or give reasons for answers. Some subjects such as Biology and History require lengthy answers which display higher-order thinking, therefore students in the junior forms will benefit in the transition to senior secondary if they have more opportunities to use the language in speaking and writing activities. Group or paired discussions, language games and short writing tasks would help to provide such practice. Such activities can be a good use of time if they also serve to consolidate students’ understanding of the key concepts in the relevant subject area.

2.	For teacher development

Nurturing a sharing culture
Teachers of different subjects can learn from each other how to implement the strategies in their subject areas. They may also be able to provide different perspectives on students’ difficulties and suggest solutions to problems. For example, the IS teacher was able to suggest real-life contexts which the Mathematics teacher could use to demonstrate to students the applications of approximation and errors.

Working more efficiently
Developing common strategies enables teachers to work more efficiently. Since the main role of teaching strategies to students is taken up by the English teachers, subject teachers are aware of what students have learned and can build on that in their own lessons.

The LaC Committee as change agents
Through sharing with colleagues in staff and panel meetings, and through the workshop on vocabulary learning, LaC Committee members were able to promote common strategies and also collect feedback from colleagues. Some teachers also observed each others’ lessons, in order to see how elements of language teaching could be integrated into their subjects. In this way, colleagues who are not members of the group can see how the strategies worked out in practice and can be encouraged to make use of them in their own lessons and teaching materials.