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This book focuses on Hong Kong as a multilingual society. It investigates how trilingual education is implemented in Hong Kong primary schools. Based on a large scale survey of 155 Hong Kong schools and in-depth case studies in 3 selected schools, the book gives an overview of trilingual education in Hong Kong primary schools, revealing the views on trilingual education of all stakeholders: school principals, panel chairs, subject teachers, students, and parents. The research findings presented in this book suggest that the implementation of trilingual education varies significantly from school to school, as does the effectiveness of the trilingual education models used. It shows how students’ views towards the use of different media of instruction (MoIs) also vary, and how their mother-tongue backgrounds affect their perceptions. By documenting views, policies and implementation methods, the book provides insight into the practice of trilingual education in Hong Kong and offers suggestions on potentially effective implementation methods.
This volume gives an up-to-date account of the language situation and social context in multilingual Hong Kong. After an in-depth, interpretive analysis of various language contact phenomena, it shows why it is such a tall order for Hongkongers to live up to the Special Administrative Region government’s language policy goalpost, ‘biliteracy and trilingualism’. A detailed contrastive analysis between Cantonese and (a) English, (b) Modern Written Chinese, and (c) Putonghua helps explain the nature of the linguistic and acquisitional challenges involved. Economic forces and sociopolitical realities helped shape the ‘mother tongue education’ or ‘dual MoI streaming’ policy since September 1998. The book provides a critical review of the significant milestones and key policy documents from the early 1990s, and outlines the concerns of stakeholders at the receiving end. Another MoI debate concerns the feasibility and desirability of teaching Chinese in Putonghua (TCP). Based on a critical review of the TCP literature and recent psycholinguistic and neuroscience research, the language-in-education policy implications are discussed, followed by a few recommendations. Hongkongers of South Asian descent saw their life chances curtailed as a result of the post-1997 changes in the language requirements for gaining access to civil service positions and higher education. Based on a study of 15 South Asian undergraduate students’ prior language learning experiences, recommendations are made to help redress that social inequity problem.
Written with an emphasis on instruction, policy, practice, and assessment, this book focuses on English literacy at the pre-primary/primary, secondary, and university level, and discusses literacy policies in the region. An easy-to-read, solidly grounded book, it offers practical, thought provoking resources for classroom teachers and educators. It notably features explanations of key literacy skills, up-to-date research findings, and classroom applications that are contextualized for mainland China, Hong Kong, Macau, and Taiwan. This book provides pre-service and in-service teachers, English classroom practitioners, language teacher educators, literacy researchers, and students in research/teacher training programs a core set of instructional techniques on how to incorporate literacy-related ideas into English language classrooms. A valuable pedagogical resource for teaching and learning L2/EFL literacy, this book also highlights discussions on language and literacy policies and new examples of actual classroom teachers that have put English literacy instruction into practice.
This dissertation, "Patterns of Language Use in a Bilingual Classroom at an International Primary School in Hong Kong" by Jennifer Feng, Shaw, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: The main objective of this study was to investigate patterns of language use in a bilingual dual-taught classroom, and the impact of bilingual dual teaching on language development and language choice in young children (ages 7-8). The study was conducted in an immersion English/Putonghua classroom at an international primary school that adopts the International Baccalaureate Primary Years Program. English and Putonghua are the mediums of instruction although most students in the school come from Cantonese speaking Hong Kong-native families. The school is unique in this way because most students are learning two second languages simultaneously, in a classroom where there are two language (English and Putonghua) teachers, and both languages can be used at the same time. The study takes a qualitative approach with methods of data collection including a filmed observation of a bilingual lesson, a discourse analysis of the lesson transcription, and semi-structured post-lesson interviews with four members of the class. Results from the study found that English emerged as the dominating language. Transcript analysis also revealed that code-mixing and code-switching emerged as consistent patterns with purposeful functions. Furthermore, it was found that students tended to respond to speakers in the language that was used to initiate the talk, and that even during bilingual lessons, students tended to speak in English when nominated by their English teacher, and in Putonghua when nominated by their Chinese teacher. All students agreed that their language proficiency in English had improved due to more practice at school and regular use in the home. DOI: 10.5353/th_b5017705 Subjects: Education, Bilingual - China - Hong Kong Language and languages - Study and teaching (Primary) - China - HongKong
This volume sets out to investigate the linguistic ecologies of Singapore, Hong Kong, and Dubai, with chapters that combine empirical and theoretical approaches to the sociolinguistics of multilingualism. One important feature of this publication is that the five parts of the collection deal with such key issues as the historical dimension, language policies and language planning, contemporary societal multilingualism, multilingual language acquisition, and the localized Englishes of global cities. The first four sections of the volume provide a multi-levelled and finely-detailed description of multilingual diversity of three global cities, while the final section discusses postcolonial Englishes in the context of multilingual language acquisition and language contact.
This dissertation, "The Use of Language Arts in the Hong Kong Primary School Classroom: a Case Study of Teachers' Beliefs and Practices" by Daya, Choy Datwani, 蔡荻雅, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: Abstract The Hong Kong Government has in recent years advocated a number of educational reforms in order to raise the standard of English in this competitive society. These reforms bring about resistance in schools and teachers are more pressured. On the other hand the English proficiency of graduates as public exam results show has not reached expectations, even though the reforms were supposed to enhance students' English through more authentic interaction and experience of another culture through language arts activities. It has been clearly stated in the syllabus for secondary and primary schools, which identifies three dimension targets of learning: knowledge, interpersonal and experience dimension; 'one of the Dimension Targets of the English Language curriculum is to develop learner's capacity to use English to respond and give expression to real and imaginative experience. In this regard, language arts has much to offer' (CDC 1999:103). The Curriculum Development Council (CDC) has used the term 'language arts' since 1983 to recommend 'approaches to the teaching of language arts/literature, which would make the teaching/learning process both meaningful and enjoyable'. It also refers to 'the use of imaginative texts in the language classroom and states that such texts may be selected from high or popular literature, both written and spoken, and include poems, novels, short stories, drama, films, film scripts, jokes, advertisements, popular songs lyrics, radio and television programmes, etc.'(CDC 1999:103). This thesis is an exploratory study aiming to explore the problems in promoting language arts in the Hong Kong primary school classroom, especially in mainstream teaching. Qualitative data from fifteen interviews with both local and Native-speaking English (NET) teachers are condensed and categorized into three areas: 1) teachers' attitudes and beliefs, 2) resources available for the teaching of language arts and 3) its implementation in the classroom. An analysis of the data shows that there is a difference in the understanding of language arts, the selection of materials and perception of a meaningful and enjoyable teaching/learning process, among the teachers themselves. After ii some discussion of the rationale behind these differences, a number of recommendations are made and the scope for further studies set out in the concluding chapter. iii DOI: 10.5353/th_b3671352 Subjects: Language arts - China - Hong Kong English language - Study and teaching (Elementary) - China - Hong Kong English teachers - China - Hong Kong - Attitudes Teachers, Foreign - China - Hong Kong - Attitudes