Development of Language
across the Curriculum for
English-medium Education
15-3-2008
St. Francis Xavier’s College
Presenters: Ms. Cecilia Chan
Mr. Hendry Leung
Mr. Mario Leung
Ms. Jannie Tsang
Factors that make the workshops
successful
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Support from the Principal
Human Resources
Grouping of the participants
Arrangement of the workshops
Arrangement of the reading presentation
Easy access to the PowerPoint slides presented
Suggested schedule for submitting assignments
1. Support from the principal

Briefing the participants


Visiting some of the workshops


Explaining the aims and
rationales
Giving support & encouragement
to the tutors & participants
Providing refreshments
Well
done!
DOLACEE
can help
you!
2. Human Resources

Team work of four
Less workload
 More ideas
 Better division of labour

3. Grouping of the participants

Inviting the panel heads to attend the
workshops

Awareness of the panel heads


Influencing the panel members
Implementing the pedagogies in their related
subjects
We influence
our panel
members
We are the
leaders in the
school
4. Arrangement of the
workshops

Timing
Conducted the workshops
 in the Second Term
 on Saturdays
 with 2 weeks between modules

Sufficient time for completing the Between
Module Assignments (BMAs)
5. Arrangement of the reading
presentation


Arranging the participants in
groups of 2-3 to read the
articles of Between Module
Reading (BMR)
Presenting the BMRs at the
beginning of each workshop
 Useful to both the
presenters and other
participants
6. Easy access to the PowerPoint
slides presented

Uploading all the presented
PowerPoint slides onto the school
intranet after each workshop

Helpful for the participants to complete
their BMAs & BMRs
7. Suggested schedule for
submitting assignments

Schedule of the workshops and
dates for submitting the
assignments were announced
before the commencement of
the programme.

Helpful for the participants to
make arrangements in advance
if necessary
Positive Outcomes

Enhancing the language awareness of
the participants

Highlighting the genres and language
forms in their teaching
Positive Outcomes

Better understanding of the students
through case studies
Realizing the special needs of the
students
 Adjusting the pedagogies accordingly
if necessary

Positive Outcomes

Usefulness of some of the key
concepts
Teaching & Learning Cycle
 Scaffolding
 Genres across the curriculum

Positive Outcomes

Addition of language elements in the
scheme of work

Individual & departmental action plans

e.g. nominalization
DOLACEE
Evaluation of the project

Greater awareness of the language
elements across curriculum

Enhancing collaborative working
relationship among colleagues when
having a shared vision
Evaluation of the project

Promoting a whole-school approach to
address the learning needs of the students

Relevance of the course content


High degree of relevance in English Language,
Humanities & Science subjects
Lower degree of relevance for subjects with
less texts like Mathematics
Evaluation of the project
Better understanding of the materials
taught
 Enhancing the language awareness
of the tutors


Especially the non-language teachers


more aware of the tone & register required
greater demand on one’s language
proficiency
Recommendations

Grouping of the participants

A panel head & a panel member


Better collaboration
Sufficient time given between modules to
complete the assignments


BMAs & BMRs are quite demanding
Heavy workloads of the teachers
Recommendations

Co-planning BMAs
 individual implementation of the plan

Giving more time for discussion

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A precious chance for sharing among
colleagues
Finding out the needs of the school
Thank you!