A review of the development of language teaching and learning in Hong Kong in the past 50 years

A review of the development of language teaching and learning in Hong Kong in the past 50 years

Learning and teaching Chinese as a first language: International perspectives

• Si, Chung Mou The Education University of Hong Kong
• Lee, Chi Kin John The Education University of Hong Kong
• Lam, Sin Manw Sophia The Education University of Hong Kong

• Lam, Sin Manw Sophia The Education University of Hong Kong
• Lee, Chi Kin John The Education University of Hong Kong
• Si, Chung Mou The Education University of Hong Kong

Abingdon, Oxon

Routledge

2024

• G Curriculum, Teaching & Learning: Specific Disciplines
  • GA Chinese Language
• P Social Context of Education
  • PA History of Hong Kong Education

• Hong Kong

• 1970s
• 1980s
• 1990-1997.6
• 1997.7 onwards

• Primary Education
• Secondary Education

There has been global popularity of the Chinese language for the past three decades. With a vast market of 1.4 billion people and enormous business opportunities in China, the Chinese language as a foreign or second language is taught in more than 2,000 universities in over 80 countries and countless primary and secondary schools. Hong Kong as part of China after the handover of sovereignty in 1997, the learning and teaching of the Chinese language as a native language in Hong Kong has experienced remarkable changes throughout the years. Hong Kong used to be a British colony where the East meets the West and played an essential role in bridging the gap between Chinese and Western cultures. For historical reasons, Hong Kong tends to be a bilingual city and advocates trilingual biliterate in education, which means students are encouraged to learn and speak Cantonese (a local dialect), write traditional Chinese characters (versus simplified Chinese characters in Mainland China), Putonghua (Mandarin) and English. In general, English is used in business and public affairs as an official language and Lingua Franca whereas Chinese is another official language used in daily communication. In terms of language education, students learn Chinese because it is their first language and cultural identity while learning English has instrumental values. It is, therefore, Hong Kong society has generally prioritized English over Chinese, and students do not attach much importance to Chinese language learning. This chapter first analyzes the challenges and development of Chinese language learning and teaching in Hong Kong in the past 50 years. It also discusses the controversial issues of language education policies, including the division of Chinese language and literature, the teaching of Classical Chinese, the teaching of Putonghua, medium of instruction (MOI), non-Chinese speaking (NCS) students learning Chinese, aiming to review the Chinese language education in Hong Kong. It is hoped to provide valuable insights and significant references to pave the way for Chinese language development in the next few decades. Copyright © 2024 selection and editorial matter, Sin Manw Sophia Lam, John Chi-Kin Lee and Chung Mou Si; individual chapters, the contributors.

• English

Book Chapters

• 9781032531267
• 9781032531311

• 10.4324/9781003410454-3

https://bibliography.lib.eduhk.hk/bibs/6264f230

2024-12-06