Trilingual Education in Hong Kong Primary Schools
Trilingual Education in Hong Kong Primary Schools

Author: Lixun Wang

Publisher: Springer

Published: 2019-02-26

Total Pages: 194

ISBN-13: 3030110818

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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.

English Medium Instruction
English Medium Instruction

Author: Ernesto Macaro,

Publisher: Oxford University Press

Published: 2018-02-19

Total Pages: 392

ISBN-13: 019440398X

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Ernesto Macaro brings together a wealth of research on the rapidly expanding phenomenon of English Medium Instruction. Against a backdrop of theory, policy documents, and examples of practice, he weaves together research in both secondary and tertiary education, with a particular focus on the key stakeholders involved in EMI: the teachers and the students. Whilst acknowledging that the momentum of EMI is unlikely to be diminished, and identifying its potential benefits, the author raises questions about the ways it has been introduced and developed, and explores how we can arrive at a true cost–benefit analysis of its future impact. “This state-of-the-art monograph presents a wide-ranging, multi-perspectival yet coherent overview of research, policy, and practice of English Medium Instruction around the globe. It gives a thorough, in-depth, and thought-provoking treatment of an educational phenomenon that is spreading on an unprecedented scale.” Guangwei Hu, National Institute of Education, Singapore Additional online resources are available at www.oup.com/elt/teacher/emi Ernesto Macaro is Professor of Applied Linguistics at the University of Oxford and is the founding Director of the Centre for Research and Development on English Medium Instruction at the university. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman

Language in Hong Kong at Century's End
Language in Hong Kong at Century's End

Author: Martha C. Pennington

Publisher: Hong Kong University Press

Published: 1998-01-01

Total Pages: 467

ISBN-13: 962209418X

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This volume offers a view of the linguistic situation in Hong Kong in the final years of the twentieth century, as it enters the post-colonial era. In the chapters of this book, scholars from Hong Kong and around the world present a contemporary profile of Chinese, English, and other languages in dynamic interaction in this major international economic centre. Authors survey usage of different languages and attitudes towards them among students, teachers, and the general population based on census data, newpapers, language diaries, interviews, and questionnaires. They address issues of code-mixing, the shift from English-medium to Chinese-medium education, the place of Putonghua in the local language mix, and the language of minority groups such as Hong Kong Indians.This wide-ranging group of original studies provides a social and historical perspective from which to consider developments in language among the past, present, and future populations of Hong Kong.

Multilingual Hong Kong: Languages, Literacies and Identities
Multilingual Hong Kong: Languages, Literacies and Identities

Author: David C.S. Li

Publisher: Springer

Published: 2017-01-12

Total Pages: 314

ISBN-13: 3319441957

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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.

Language Planning for Medium of Instruction in Asia
Language Planning for Medium of Instruction in Asia

Author: M. Obaidul Hamid

Publisher: Routledge

Published: 2015-10-16

Total Pages: 374

ISBN-13: 131769984X

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This volume investigates the policy and practice of medium of instruction at different levels of education in Asian polities including Bangladesh, Hong Kong, India, Indonesia, Japan, Malaysia, the Maldives, Nepal, Timor-Leste and Vietnam. The chapters provide an informed understanding of the context, process, actors, goals and outcomes of medium of instruction policies from a language policy and planning perspective. The volume has an emphasis on the exploration of medium of instruction in action which brings into focus the perspectives of micro policy enactors including teachers, students, and parents in the local context, generating crucial empirical insights. This critical analysis of the goals, outcomes and experiences of this trend in global language-in-education will be of interest to language and education students, researchers, practicing teachers, executives in academia and language studies and to education policymaking authorities in Asia and other parts of the world. The volume updates existing research on medium of instruction and takes the field forward in a fast-changing world as English medium instruction policies are globalised. This book was originally published as a special issue of Current Issues in Language Planning.

Pedagogical Translanguaging
Pedagogical Translanguaging

Author: Jasone Cenoz

Publisher: Cambridge University Press

Published: 2022-01-27

Total Pages: 116

ISBN-13: 1009033794

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Learning through the medium of a second or additional language is becoming very common in different parts of the world because of the increasing use of English as the language of instruction and the mobility of populations. This situation demands a specific approach that considers multilingualism as its core. Pedagogical translanguaging is a theoretical and instructional approach that aims at improving language and content competences in school contexts by using resources from the learner's whole linguistic repertoire. Pedagogical translanguaging is learner-centred and endorses the support and development of all the languages used by learners. It fosters the development of metalinguistic awareness by softening of boundaries between languages when learning languages and content. This Element looks at the way pedagogical translanguaging can be applied in language and content classes and how it can be valuable for the protection and promotion of minority languages. This title is also available as Open Access on Cambridge Core.

Second Handbook of English Language Teaching
Second Handbook of English Language Teaching

Author: Xuesong Gao

Publisher: Springer

Published: 2019-10-23

Total Pages: 0

ISBN-13: 9783030028978

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The Second Handbook of English Language Teaching provides a comprehensive examination of policy, practice, research and theory related to English language teaching in international contexts. Over 70 chapters focus on the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second-language acquisition and pedagogy. In countries around the globe, English has become the second language taught most frequently and intensively. In many countries, particularly in Asia, government policies have made English a part of the curriculum from primary school on. Demand for English teaching by parents and adult learners is fueled by the desire to increase economic competitiveness, globalization of the workforce, immigration, and a move toward lifelong learning. Immigration has led to an increased demand for English-language teaching even in countries where English is the dominant language.

English-Medium Instruction at Universities
English-Medium Instruction at Universities

Author: Aintzane Doiz

Publisher: Multilingual Matters

Published: 2012-10-12

Total Pages: 244

ISBN-13: 1847698158

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This book provides critical insights into the English-medium instruction (EMI) experiences which have been implemented at a number of universities in countries such as China, Finland, Israel, the Netherlands, South Africa, Spain and the USA, which are characterised by differing political, cultural and sociolinguistic situations. In particular, it reflects on the consequences of implementing EMI as an attempt to gain visibility and as a strategy in response to the need to become competitive in both national and international markets. The pitfalls and challenges specific to each setting are analysed, and the pedagogical issues and methodological implications that arise from the implementation of these programmes are also discussed. This volume will serve to advance our awareness about the strategies and tools needed to improve EMI at tertiary level.

Teaching and Learning in English Medium Instruction
Teaching and Learning in English Medium Instruction

Author: Jack C. Richards

Publisher: Routledge

Published: 2022-03-02

Total Pages: 279

ISBN-13: 1000543927

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Teaching and Learning in English Medium Instruction provides an overview of the nature of English Medium Instruction (EMI) in both secondary and tertiary education. The book explores the nature of academic literacy in EMI the ways in which EMI is implemented in different contexts issues related to teaching and learning through the medium of English teaching challenges and coping strategies used by EMI teachers support for EMI through EAP the professional development needs of EMI teachers approaches to the evaluation of EMI programs. The book contains a number of short chapters written in an accessible style with discussion questions and practical follow-up tasks. Throughout the book, key theory and research serve to introduce the core issues involved in EMI, which are then explored in terms of implications for practice. The book can be used in workshops and courses and for groups that include EMI teachers of content subjects, EAP teachers, TESOL students, and teachers and education officials involved with the implementation of EMI in different contexts. With the expansion of EMI worldwide in recent years the book seeks to introduce EMI to a new generation of EMI teachers and language teaching professionals.

Medium of Instruction Policies
Medium of Instruction Policies

Author: James W. Tollefson

Publisher: Routledge

Published: 2003-10-03

Total Pages: 338

ISBN-13: 113563260X

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Medium of instruction policies in education have considerable impact not only on the school performance of students and the daily work of teachers, but also on various forms of social and economic (in)equality. In many multiethnic and multilingual countries, the choice of a language for the medium of instruction in state educational systems raises a fundamental and complex educational question: what combination of instruction in students' native language(s) and in a second language of wider communication will ensure that students gain both effective subject-content education, as well as the second-language skills necessary for higher education and employment? Beyond this educational issue of choice of language(s) of instruction, medium of instruction policies are also linked to a range of important sociopolitical issues, including globalization, migration, labor policy, elite competition, and the distribution of economic resources and political power. The contributors to this volume examine the tension between the educational agendas and other social and political agendas underlying medium of instruction policies in different countries around the world, and unravel the connections between these policies and the related, critically important educational, social, political, and economic issues. Medium of Instruction Policies: Which Agenda? Whose Agenda? is intended for scholars and specialists in education, language policy, sociolinguistics, applied linguistics, and language teaching, and is intended for use in graduate and advanced undergraduate courses on language education and language policy.