Abstract
This paper is addressed to teachers and other educators for whom the concept of benchmarking is new, particularly the concept of language benchmarkingThe issue of benchmarking is addressed with specific reference to Enghsh language benchmarks for teachers in Hong Kong, although some reference will be made in the Preamble to Putonghua and Cantonese. In this paper, the background to the initiative is outlined, together with an account of the ways in which the issue was initially addressed, subsequently modified and eventually investigated.
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