Page 25 - 彩虹橋 第三十九期家長通訊

The English Programme

at ECLC

At ECLC, we recognise that English language proficiency is not
a skill that can be developed in a straight line, towards a set of
fixed objectives. Instead, we see it as a tool for broader learning,
in addition to something to be learned for itself. This philosophy
underpins our mission - developing motivated users of the
language who can contextualise English concepts in their real-
world experiences. We strive to achieve this through content-
based and task-based instruction principles and thematic
storytelling.
Storytelling provides a powerful platform for students to
engage with English, providing opportunities to ask and
answer questions, draw inferences, and make predictions or
interpretations. We use a variety of stories that introduce new
vocabulary, encourage social development, and involve authentic
language in real-world contexts. Our lessons present these
stories through many different formats, such as group reading
activities, songs and rhymes, and class discussions, enabling
students to share their ideas and anecdotes in ways in which
they feel comfortable. The same applies to our emergent writing
activities, which respond to the stories, but are diverse and
open-ended, giving students the scope to use their creativity.
By providing students with content they can identify with and
encouraging them to take ownership over their learning, we
strive to develop their language skills more holistically.

We approach phonological awareness in a
similar way. Rather than training our students
through repetition or rote learning, we
encourage them to identify and manipulate
speech sounds via interactive activities that
tie in with the theme or story under focus.
Using this model, letter sounds, onsets, rimes,
and blending are integrated into stimulating
role-play activities, crafts, and music or drama
exercises. This makes language learning more
accessible and memorable.

In the 2021/22 academic year, we have added
to our curriculum by introducing new whole-
day and afternoon class activities. Developed
using content and language integrated learning
principles, these programmes are designed
to complement the thematic teaching of the
school’s curriculum. As well as reinforcing the
content from the regular Cantonese-language
classes, these sessions build bilingualism and
encourage learning across two languages.

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