Adaptation of the ‘Writing Across the Curriculum’ Model to the Hong Kong Context

Abstract

The English language problems in Hong Kong are serious and permeate the whole of the education system. Further, attempts to provide support for teachers and students have yielded relatively minor outcomes. However, it is rarely useful to adopt a language support model from elsewhere without careful adaptation. This paper focuses on support for writing in English at university level, and describes how the Writing Across the Curriculum (WAC) model developed in the United States (US) was adapted for the Hong Kong context. Key differences between the US and Hong Kong context include: the use of applied linguists rather than subject specialists as tutors; tutors having a more prominent instructional role in the course; and the program having a stronger staff development role with university professors. Challenges of the implementation process are described and reflections provided on the validity of this model for the Hong Kong context. Bios George Braine, BA (Kelaniya, Sri Lanka), MA (American U.), PhD (Texas), is an associate professor at the English Department of The Chinese University of Hong Kong. His areas of research include academic literacy and second language writing. He is the Principal Supervisor of the University’s Writing Across the Curriculum (WAC) program, and the coeditor of the Asian Journal of English Language Teaching (AJELT). Carmel McNaught, BSc(hons), DipEd, MEd (Monash), PhD (Natal), is professor of learning enhancement in the Centre for Learning Enhancement And Research (CLEAR) at The Chinese University of Hong Kong. Carmel has had appointments in eight universities in Australasia and southern Africa, working in the discipline areas of chemistry, science education, second language learning, eLearning, and higher education curriculum and policy matters. Current research interests include evaluation of innovation in higher education and strategies for embedding learning support into the curriculum.