English Language Teaching Unit, The Chinese University of Hong Kong
(Received 13August 2013, Final revised version received 24December 2013)
This paper reports on a study designed to examine how the school-based curriculum of a government-funded English bridging programme in Hong Kong respondsto the linguistic needs of newly arrived children with limited English proficiency. By a case study approach with multiple data collection methods, which includethe collection of documents, lesson observations, and interviews, this qualitative studyattempts to offer insight into how an inclusive curriculum is perceived and realized by language teachers in the cultural context. Recommendations on curriculum design and implementation are made, with the aim of better equipping immigrant students with essential linguistics skills and knowledge to participate and achieve in mainstream classrooms.
Key words: English bridging programme, inclusion, immigrant students, Chinese learners