Letters | Why Hong Kong needs ‘difficult’ English test for teachers
- Passion for teaching is not enough without the requisite subject knowledge. An English-language teacher must have the skills to correct errors and facilitate discussion, and lead by being a good speaker. The LPATE is necessary for the good of Hong Kong students
The Language Proficiency Assessment for Teachers (English Language), or LPATE, was rolled out in the early 2000s to raise the professionalism of English-language teachers, by requiring them to reach a certain standard of English proficiency, as many serving teachers then lacked the relevant degrees.
The requirement drew criticism and apprehension from some teachers, with many saying it was an affront to their professionalism.
One prevailing argument against the test was that English proficiency per se could not be the barometer for teaching skills; passion for teaching and pedagogical knowledge counted for more. Admittedly, exemplary language proficiency alone does not qualify one as an English teacher, but it is still a significant indication of one’s suitability for the role.
Students’ level of English proficiency significantly influences their future study and career aspirations, so they deserve the best language education they can receive. A teacher who is passionate about language teaching and possesses an array of teaching skills but lacks subject knowledge of English may not be able to equip students with the linguistic skills needed to flourish at the tertiary level or in the workplace.
English serves as a second language in cosmopolitan Hong Kong, and grants pupils access to knowledge about science, technology and business. English language teaching (ELT) in Hong Kong aims to develop students’ global vision and entrepreneurial spirit, and confidence in using English is the key to maximising their exposure internationally. Teachers who are confident users of English serve as good role models.