Hong Kong SAR’s “Biliteracy and Trilingualism” Language-in-education Policy: Major Challenges and Proposed Coping Strategies

Li David Chor Shing and Leung Wai Mun

Chinese Journal of Language Policy and Planning ›› 2020, Vol. 5 ›› Issue (1) : 46-58.

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Chinese Journal of Language Policy and Planning ›› 2020, Vol. 5 ›› Issue (1) : 46-58. DOI: 10.19689/j.cnki.cn10-1361/h.20200104

Hong Kong SAR’s “Biliteracy and Trilingualism” Language-in-education Policy: Major Challenges and Proposed Coping Strategies

  • Li David Chor Shing and Leung Wai Mun
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Abstract

After over two decades of implementation, the ‘biliteracy and trilingualism’ language policy in Hong Kong Special Administrative Region (SAR) has encountered many difficulties and challenges, partly due to imbalance in the development of the languages in question. After a detailed analysis of the SAR’s language situation, we put forward our vision and recommended support measures that we believe are within our reach. We hope this will deepen our understanding of where the problems lie, and that our recommendations may serve as useful reference for implementing the language policy more effectively. Our purpose is to show how, by redeploying human and other resources, the education authorities would stand a better chance of achieving the goal of fostering the biliterate and trilingual abilities of the SAR’s work force, thereby allowing Hong Kong to reach a milestone in its language policy development.

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Hong Kong bi-literacy and tri-lingualism / language policy and language planning / second language acquisition / medium of instruction / preschool language learners

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Li David Chor Shing and Leung Wai Mun. Hong Kong SAR’s “Biliteracy and Trilingualism” Language-in-education Policy: Major Challenges and Proposed Coping Strategies[J]. Chinese Journal of Language Policy and Planning. 2020, 5(1): 46-58 https://doi.org/10.19689/j.cnki.cn10-1361/h.20200104

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