From “Curriculum as Product” to “Curriculum as Process”: An Autoethnographic Critical Review of English LanguageCurriculum Development in Hong Kong

Author Information

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

Abstract

This autoethnographic paper critically examines the development of English language curriculum in Hong Kong secondary schools by juxtaposing the author’s educational experience with the principles outlined in the English Language Curriculum and Assessment Guide (2021). Drawing on curriculum theory, 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 advocated in the current curriculum framework. This paper identifies a persistent gap between official curriculum intentions and classroom practices, noting that product-oriented methodologies continuously dominate despite the fact that post-reform education policies in Hong Kong nowadays emphasize learner autonomy, communicative competence, and formative assessment. Pedagogical implications include the need for systemic support in teacher training, assessment reform, and resources allocation to facilitate genuine curriculum transformation. This paper argues for a dialectical approach that integrates both product and process orientations, enabling meaningful language learning while addressing contextual constraints in Hong Kong’s educational landscape.

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• Category: Curriculum Design & Development

Posted by James Alexander Gordon

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