This autoethnographic paper critically examines the development of English language curriculum in Hong Kong secondary schools by juxtaposing (1) the author’s reflection on learning experience, and (2) reproduced narratives from dialogues between the author and secondary school teachers in Hong Kong, with the principles outlined in the English Language Curriculum and Assessment Guide (2021). Drawing on the curriculum theory articulated by Smith (1996) and Finney (2002), which distinguishes curriculum as knowledge, product, process and praxis, this paper analyzes the transition from traditional “curriculum as product” and “curriculum as knowledge” models, characterized by examination-oriented instruction, discrete skill assessment and behaviorist pedagogy, towards the process-centered and learner-centered approaches.

From the author’s experience, this paper identifies a persistent gap between official curriculum intentions and real-world classroom practices, the product-oriented curriculum still applies despite the fact that post-reform education policies in Hong Kong nowadays emphasize learner autonomy, communicative competence, and formative assessment. In light of this, this paper suggests pedagogical implications, including the need for systemic support in teacher training, assessment reform, and resources allocation to facilitate genuine curriculum transformation. It also advocates for a dialectical approach that integrates both product and process orientations to enable meaningful language learning while addressing contextual constraints in Hong Kong’s educational landscape.

Authors:
Shuk Ling Cheng, The Hong Kong Polytechnic University, Hong Kong
Wenyun Jia, City University of Hong Kong, Hong Kong

About the Presenter(s)
Cheng Shuk Ling is currently a lecturer at City University of Hong Kong, and also a doctoral student at The Hong Kong Polytechnic University. Her research interests include social identity, sociolinguistics and second language acquisition.

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