Abstract
The aim of this chapter is to reveal the tensions and impact of language planning and policy on English language education and literacy in the Macau school system. Four categories of documents, including education legislation, curriculum frameworks, teacher training programs, and the government funded school improvement projects are scrutinised and analyzed for disclosing the relationship between policy and practice. Results show: 1. Language planning and policy were highly politicized during the pre- and post-1999 eras; 2. English language education is confronting different forms of challenge; 3. For English language education, the role of higher education in improving school practice is constrained by the inflexible funding regulations; and 4. International assessments and English testing systems have become a driving force in language education and literacy.
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Vong, SK., Wu, X. (2019). An Examination of Language Planning and Policy: Implications for Language and Literacy Education in the Macau Education System. In: Reynolds, B.L., Teng, M.F. (eds) English Literacy Instruction for Chinese Speakers. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-13-6653-6_21
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DOI: https://doi.org/10.1007/978-981-13-6653-6_21
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