Teacher-student interaction in classrooms is perceived to be crucial for learning. Previous research has compared the interaction in classrooms where a second language is used as the medium of instruction (MoI) with those where the mother tongue is used. This has been done mainly via qualitative impressions. The current study adopted a mixed method design to examine objectively and comprehensively the classroom interaction in a sample of Hong Kong secondary schools that used Chinese as the MoI from Grade 7 to 9, but then switched to English from Grade 10 onwards (i.e. MoI-switching schools). By doing so, this study aimed to identify the possible effect of a change in the MoI on classroom interaction and its potential for learning. Sixty lessons were observed in Grade 9 and 10 in three MoI-switching schools and compared to two schools where English was used throughout all the grades. The results show that, when the MoI changed from students' first to second language, lessons tended to become more teacher-centred and there were fewer opportunities for negotiation of meaning and scaffolding. These findings have significant implications for the relationship between the MoI and classroom interaction and provide important insights into pedagogy and teacher development.
[Copyright of International Journal of Bilingual Education and Bilingualism is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13670050.2011.588307]

Immediately after the handover of Hong Kong to China, the teaching of Chinese in Putonghua was promulgated by the Hong Kong SAR government as a long-term goal. However, no clear definition and guidance regarding Putonghua instruction has been provided to teachers to facilitate the smooth implementation of this change. A review of the literature indicates that teachers' beliefs have great value in assisting them to make sense of changes and govern their thoughts and behaviours. However, little is known about how teachers' beliefs help teachers to understand the transition to a new medium-of-instruction (MOI). Thus, the aim of this case study is to examine how teachers' beliefs help teachers to conceptualize the Putonghua medium-of-instruction (PMI) and how these beliefs affect their curricular decisions as well as the implementation of PMI. Data were collected from 10 secondary Chinese Language teachers in one school using semi-structured interviews and classroom observations. The findings revealed that since teachers held misconceptions about PMI in the initial phase, the implementation of PMI led to a shift of focus away from Chinese content knowledge. In the second phase, PMI was perceived merely as a code-switching device, and, as a result, only a surface change occurred that appeared unlikely to facilitate effective teaching and deep learning. This paper concludes with the observation that code switching alone is insufficient to achieve a successful transition of MOI if the deeper issue of teachers' beliefs is neglected.
[Copyright of Teachers and Teaching: Theory and Practice is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/13540602.2012.746500]

This paper investigates the identity construction and language practice of a group of mainland Chinese immigrant students studying at a secondary school in Hong Kong, and explores the underlying reasons for, as well as the individual and group identities derived from, those language choices and practices. The data were collected through semi-structured interviews with the immigrant students and through observations in the school context, which focused on their views and attitudes concerning Putonghua maintenance, Cantonese and English learning and their perceptions of language ideologies in the school context. The marginalised position of Putonghua and its non-use in and out of classrooms reflects the social distinctions or language hierarchies found in the local school context. To resist the marginalised practice in the school context, the immigrant students employ their cultural and linguistic resources to establish and maintain Putonghua-speaking social networks and to imagine a proficient multilingual identity within the broader social context. The findings suggest that immigrant students should raise their awareness of language ideologies in the school context and recognise existing contradictions and discontinuities. It is also suggested that language ideologies could be incorporated into teachers' professional development.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01434632.2011.614350]

The medium of instruction (MOI) and its impact on improving the language proficiency of students has become a debated issue worldwide. The policy-makers of post-colonial Hong Kong believed that the general Chinese competency, Chinese writing and Putonghua proficiency of students would be improved through the use of a Putonghua-medium-of-instruction (PMI) rather than the Cantonese medium, the mother tongue of students and teachers. Therefore, using Putonghua to teach the Chinese language has been promulgated as a long-term goal by the Curriculum Development Council. Early studies have placed an emphasis on using standardized tests to assess students' learning outcomes with the use of PMI, but unfortunately the findings have been inconclusive. Despite teachers' involvement in implementing the MOI policy, there is a dearth of studies examining the perspective of teachers regarding the language learning of students under PMI. This paper aims to explore this important issue in greater depth through a case study of a high school, which has implemented PMI to teach the Chinese language for 10 years. The findings indicate that there are mismatches between the stated educational policy intentions and the language learning of students in various aspects. Further studies and follow-up measures on the language policy and education are suggested.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/09500782.2011.573076]

Language-in-education planning in the form of materials planning has an important role to play in achieving a society's social goals. Gender stereotyping has been found in previous language textbook studies. Although gender bias has declined, some recent studies suggest that it still exists. This study analysed the content and language of a recently published Hong Kong English language textbook series for grade one students to explore its gender representation. The results of the study showed that males and females were almost equally represented and were portrayed in a similar range of activities. Females were also more visible in both illustrations and texts. The phenomena of females being underrepresented and male dominance that occurred in the previous textbook studies did not exist in the textbook series examined, though males were still mentioned first when two nouns were paired for gender. One implication that can be drawn from the results is that gender stereotyping or how gender is represented in textbooks should be an important factor to be considered when school teachers select textbooks for their students, and this aspect should be highly emphasized in the government's policy manual for selection of textbooks for use in schools, given the fact that textbooks may have strong influence on children's development of values and attitudes.
[Copyright of Roeper Review is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/14664208.2011.541390]