Teaching of basic literacy skills is being eroded in our schools

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The acquisition and application of language skills underpin success in all areas of the curriculum. Educational styles tend to move in cycles: there have been periods when it was fashionable to focus on key language skills, and others when they have diminished in perceived importance. The rigour of teaching these skills also varies from school to school even today, depending on the type of curriculum and the pedagogy that runs alongside. The range of approaches is wide in Hong Kong but whatever the school's strategy, these basic language skills are important - they need to be taught explicitly.

This is not to say that the teaching of grammar and punctuation has to be dull. Perhaps this was the case in days gone by of endless drills and boring dictation. Research shows that when these skills are taught in context, making relevant links to the learning in class, they can be more meaningful for children, making it more likely that they retain the key concepts. For example, teaching reading comprehension skills through researching areas of interest or teaching drafting and editing skills through creative writing is already taking place.

This tends to be much more interesting for students than a grammar lesson that is unrelated to anything. Teaching in context takes careful planning by the teacher to make sure that basic language skills are covered in an organised way.

Some research goes as far as to say that pupils transfer very few de-contextualised skills to their other work. A student may get full marks on a spelling test yet spell poorly in free-writing exercises.