Abstract R & D Background Purpose & Design Action Plan Findings & Analysis Implications Remarks
> Findings & Analysis
Students

Findings
Analysis
Students’ motivation and confidence in using English to learn content subjects were enhanced. With the help of different cross-curricula projects inside and outside classroom, students were able to apply the subject knowledge and concepts visiting the text structures framework. (Click PPT for the data of students’ application of the common text structures.) This not only helped increase students’ exposure to English in subject contexts, but also developed their interest and confidence in using English in content subjects.
Students’ thinking and independent learning skills were enhanced.

Through the inquiry learning and project learning approaches used in Maths and Geography lessons, teachers used a variety of tasks and activities to stimulate students’ higher-order thinking, thus improving their problem-solving and critical thinking skills in different subject-specific contexts.

In the Geography project, students learned how to set learning goals, identify problems, explore possible solutions, analyse and organise information, work co-operatively and independently and evaluate their own learning. This actually helped develop their generic skills such as collaboration and self-management skills which are essential language development strategies to support their learning when they moved to senior levels. (Click the PPT for data.)

Teachers

Findings
Analysis
Teachers’ professional knowledge and skills on LAC were enhanced. This four-year cross-curricular collaboration project enabled content subject teachers to develop a good understanding of the importance of raising students’ language awareness when delivering their subjects through English. They see that it not only helps students learn content subjects better, but it also helps them build a strong foundation in terms of academic literacy, which is essential for success in junior forms. In addition, teachers were more willing to move away from their comfort zone to explore a wider repertoire of teaching strategies and methods to develop students’ knowledge and skills.
Panel heads were equipped with the leadership skills to support panel members to implement LAC in their subjects.

In spite of the difficulties encountered during the four-year implementation, the panel heads were able to lead their panel to embrace the challenges through guiding their panel members to plan and adapt the curriculum, design appropriate teaching materials and evaluate the effectiveness of teaching and learning. Besides, they were eager to exchange ideas and experiences with different subject panel heads during the LAC committee meetings and on staff development day. This helped them gain a better understanding of the language needs of different KLAs. It also fostered the collaboration within and across departments.

  

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