Abstract
To educate students for an internalized world and knowledge-based economy, education in Hong Kong needs to keep up with internalization of education. English's status as a global language is crucial to achieving the objective. Based on Rizvi's (2007) critique of curriculum internationalization, this paper examines the secondary English curriculum of Hong Kong as a case study and assesses the curriculum's readiness for internationalization at the policy, school, and classroom levels. The results of this study demonstrate that curriculum internationalization has had a subtle impact on secondary English curriculum decision-making, particularly at the office and school policy levels. However, because to Hong Kong's strongly engrained exam-oriented setting, internationalization adoption at the classroom level continues to be a difficult and convoluted process.
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