E-catalog        

Part I: Teaching, learning and curriculum perspectives -- 1:  Innovation in the New Senior Secondary English language curriculum: Learning English through popular culture. Phil BENSON and John PATKIN -- 2: Hong Kong secondary school English teachers’ beliefs and their influence on the implementation of Task-Based Language Teaching . Winnie Laifan CHAN -- 3:  Implementing the innovative 2003 English Curriculum for Senior Secondary Schools in China: Teachers’ beliefs and practices. Wenfeng WANG -- 4: English language teaching in vocational senior secondary schools in mainland China. Wen ZHAO -- 5: EFL teacher learning in the Chinese sociocultural context. Peiya GU -- 6: Genre in the teaching of English in Hong Kong: a perspective from systemic functional linguistics. Corinne MAXWELL-REID -- 7: How much do students benefit from attending private tutorial schools? A case study of the Hong Kong shadow education system. David CONIAM -- 8: Innovating in tertiary education: A course in language play   Roger BERRY -- 9 Re-imagining literacy: English in Hong Kong’s new university curriculum. Ken HYLAND -- Part II: Assessment perspectives -- 10: The limits of language tests and language testing – challenges and opportunities facing the College English Test. Yan JIN -- 11: Scoring fairness in large-scale high-stakes English language testing: an examination of the National Matriculation English Test. Liying CHENG and Yi MEI -- 12: Putting rater confidence in its place: A qualitative investigation of raters’ perceptions on using Confidence Scoring in speaking tests. Tan JIN -- 13 :Task-based language teaching and assessment in Chinese primary and secondary schools. Shaoqian LUO -- 14: Perspectives on Assessment for Learning in Hong Kong writing classrooms. Icy LEE and Peter FALVEY -- 15: Perspectives into the onscreen marking of English in Hong Kong. David CONIAM -- 16: Implementing innovation: a graded approach to English language testing in Hong Kong. Cameron SMART, Neil DRAVE and Jennifer SHIU.

This volume gathers contributions in the closely linked fields of English language assessment and language education. The contributors from China and Hong Kong represent a mixture of established and new scholars.  Areas covered in the language education section range across major developments in the redefining of Hong Kong’s secondary and tertiary curricula, as well as the huge field of China’s vocational education curriculum. Regarding assessment, the contributions reflect major changes in the marking of examinations in Hong Kong, whereby all examinations from 2012 onwards are marked onscreen, to quality control issues in the administration of China’s College English Test, which is taken by over 10 million candidates every year.