The Analysis of the Hong Kong Education Policy “Language Proficiency Assessment for Teachers of English”

Abstract

The Education policy “Language Proficiency Assessment for Teachers of English” had been
controversial since its establishment in 2000, in the sense that various stakeholders including
parents, students, school administrators, teachers and the general public. This essay critically
analyses this education policy in the HK context by scrutinizing the prerequisite.
Subsequently, how LPATE was built on policy texts and how it was construed as a solution of
gradual decline of English as well as the reciprocal politics interacting with the policy were
analyzed. Additionally, the institutions and actors involved in the policy process are discussed
followed by the revelation of the outcomes of LPATE in both the expected and the
unanticipated dimensions.