Findings

Analysis

Students’ thinking skills and the applications of subject specific knowledge were enhanced.

With the infusion of higher-order thinking tasks and the use of somecommon text structures, students were able to develop their critical thinking skills and learn in a step-by-step manner. This has facilitated their learning in subject-specific context. (Here are the research_findings of students’ application of the common text structures.)

Students were able to transfer the language skills learnt in content subjects.

Students were more aware of the importance of integrating language and content to support their learning of academic subjects. Through content reading and writing, students were able to transfer and recycle the skills and strategies learnt in LAC periods to support their acquisition of content subject knowledge in academic subjects.

Findings

Analysis

Teachers’ professional knowledge and skills on LAC were enhanced.

Teachers have gained a better understanding of the skills & strategies in integrating English into content subjects. For the S3 teacher, she has became more aware of developing students’ academic literacy in order to prepare them for the NSS curriculum in S4.

There was stronger inter-departmental collaboration among different KLAs.

Teachers of different subjects were able to exchange ideas and experiences through planning the LAC periods and LAC Days programmes. This helped them gain a better understanding of the language needs of the different KLAs and fostered the collaboration within and across departments.