Abstract
This paper reports on a study of Hong Kong primary English teachers’ selection of coursebooks after the implementation of a task-based, learner- and learning-centred primary English curriculum. The paper begins with an outline of the current Hong Kong primary English curriculum and the place of the coursebook in it. This is followed by a report of the study itself. The paper finishes with a discussion of three important issues emerging from the study. These issues are (1) refining the decision-making process for coursebook selection, (2) professional support for teachers in their selection of English coursebooks, and (3) coursebook evaluation as an activity for school-based professional development.
[Chinese Version | Index | Journal of Basic Education | Other Journals | Subscription form | Enquiry ]
Mail any comments and suggestions to
hkier-journal@cuhk.edu.hk .