Implementation of English Language Education Policy in Hong Kong Kindergartens: Perspectives of Stakeholders

DOI

10.2991/assehr.k.220105.080How to use a DOI?

Keywords

English language education; implementation of policy; stakeholder theory; Hong Kong kindergartens

Abstract

After Hong Kong’s handover in 1997 and under the “one country two systems” model, education in Hong Kong underwent tremendous changes. Since then, there has been a heated debate about how English language education policy ought to be designed and promoted in Hong Kong. This paper chooses Hong Kong kindergartens as the setting of the study and uses a qualitative analysis tool. This paper explores (1) the situation of English language education in Hong Kong Kindergarten Education; (2) the implementation of English language education policy in Hong Kong kindergartens; (3) the challenges in the practical promotion of English language education policy in Hong Kong kindergartens. Based on the stakeholder theory, findings indicate that different requirements shown by stakeholders about curriculum design, teaching method, and education goal are the major factors of the tension between policies and practices. Policymakers’ intentions, schools’ standards, teachers’ competencies and beliefs, and parental influence all impact the implementation process.

Copyright

© 2022 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Xun Lu
PY  - 2022
DA  - 2022/01/17
TI  - Implementation of English Language Education Policy in Hong Kong Kindergartens: Perspectives of Stakeholders
BT  - Proceedings of the 2021 International Conference on Social Development and Media Communication (SDMC 2021)
PB  - Atlantis Press
SP  - 425
EP  - 429
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.220105.080
DO  - 10.2991/assehr.k.220105.080
ID  - Lu2022
ER  -