Improving Language and Learning in Public-sector Schools
(ILLIPS) 2008~2009
Language and Literacy: Classroom Applications of Functional Grammar
Analysis of End-of-Course Progress Report
Progress Reports written by the tutors from the 11 project schools were submitted
after they had completed the delivery of the course at school and the following is an
analysis of their comments.
Tutors’ reflection on their roles
As far as the roles were concerned, the tutors remarked that their roles had fallen into
three categories. 66% of the tutors thought that they had fulfilled their duty in
facilitating their colleagues in professional development.
In imparting the
knowledge of functional grammar, they believed that they had exposed their
colleagues to another approach of teaching language. 33% of them remarked that
they had successfully promoted an increased understanding among panel members,
through which a long-term professional exchange of ideas was enabled. Most
important of all, an overwhelming 88% of the tutors saw the need of their sustained
effort in leading the panel towards an integration of the traditional and functional
approaches in the teaching of English, to the optimal benefit of their students.
General response to the course from the tutor perspective
Two-thirds (66%) of the tutors were convinced that their colleagues were positive
about the course since they found it inspiring. Those teachers who gave such a
response also admitted that the course had contributed to their professional
development, especially in developing a ‘greater awareness of grammar and usage’.
They were glad to have gained knowledge of a new approach to teaching language
and had shown willingness to incorporate it into the curriculum. Another
encouraging remark made by another 66% of the tutors was that their colleagues had
shown great interest during the course. This was shown by the good learning
atmosphere, their eagerness to ask questions and their readiness in exchanging their
ideas and experience during discussions.
In view of the favourable responses, a minority of teachers found that there were too
many concepts and too much technical terminology to digest. On top of that, they
were also sceptical about introducing functional grammar into their classrooms as
they were worried that it might confuse the students.
Evaluation of the Project
In general, the majority of the tutors (77%) were pleased to see that most of their
participants found the course challenging but rewarding and it offered an alternative
to traditional grammar. The course was quite effective as it had aroused teachers’
awareness of the importance of adopting different approaches to help students with
different abilities. 33% of the tutors commented that the course had promoted
professional dialogue among teachers. It was believed that teachers would take a
more active role to communicate and cooperate with one another in future. 22% of
the tutors added that the English panel had developed a meta-language that would be
useful in the teaching and learning of the language.
A less favourable comment about the course came from one-third of the tutors who
found that the arrangements of course time undesirable. Most of their workshops
were conducted after school or on school holidays, which posed some extra pressure
on their already heavy workload.