Internationalization of Curriculum: A Critical Perspective

Preparing Students for the Internationalized World — Is Hong Kong Secondary English Curriculum Ready?

“…In the latest Secondary 4-6 English Curriculum and Assessment Guide by EDB (2007), when introducing the rationale for the design of the curriculum, it is clearly listed that "English is the language of global communication," and English learning should aim to increase students' "cultural understanding and expand their knowledge and world-views" (EDB, 2007, p. 2). The emphasis on cultural understanding and global communication goes in line with Rizvi's (2007) argument that internationalization of the curriculum should enhance intercultural communication skills. What's more, the aim of the curriculum is to "enable every earner to prepare for the changing socio-economic demands resulting from advances in information technology" (EDB, 2007, p. 3).…”

“…Therefore, later in 1996, a research center of the OECD, the CERI (Center for Education Research and Innovation), conducted a survey and proposed a typology of initiatives (an inventory) for the implementation of the internationalization of curriculum. According to Rizvi (2007), most of the initiatives under the inventory can be concluded into three interrelated categories, namely, "facilitating study abroad and education exchange to broaden and enrich students' cultural experiences; learning about other languages and cultures as a way of developing their skills of intercultural communication; and preparing them to work in the global knowledge economy" (p. 394). The inventory clearly lists the importance of foreign language and exchange programs in the process of curriculum internationalization.…”

“…However, many schools equate the internationalization of the curriculum with the presence of some overseas learning programs. As Rizvi (2007) criticizes, the internationalization of the curriculum remains largely symbolic without clear elaboration about what it means.…”

“…Following an examination of the definition and requirements of curriculum internationalization, it is critical to address the local Hong Kong context, as no understanding is possible without self-understanding (Rizvi, 2007). In Hong Kong, though several curriculum reforms have been implemented, most of the local schools still adopt an exam-based approach, which focuses on knowledge transmission and exam skills without consideration of real-life needs.…”

English Medium Instruction and the Internationalization of Higher Education in Latin America: A Case Study from a Colombian University

“…Such imaginaries refer to "the organizing structure of shared understanding that makes legible or illegible certain relationships and practices within a given community" UNIVERSIDAD DE LA SABANA DEPARTMENT OF FOREIGN LANGUAGES AND CULTURES (p. 2). Some of these claims imply the need for articulation, collaboration, relationships, networks, and communication among the stakeholders, as well as the need to acknowledge unequal power relations where only a handful of institutions, governments, and entities are able to put internationalization into practice (Rizvi, 2007).…”