Mastering the skill of writing from multiple sources is essential for university students. Against today's multilingual backdrop, students not only need to engage with various sources but may also encounter materials in different languages. However, most existing research on source-based writing has focused on monolingual contexts, leaving us with a limited understanding of how students integrate cross-linguistic sources in their writing. To address this gap, we conducted a preliminary exploration of language use in the context of writing an English text based on a series of Chinese (L1) and English (L2) sources among 33 university students in Hong Kong. By utilising multiple methods (i.e., writing logs, questionnaires, and interviews), we examined students' language use as reflected in their access to sources in different languages and their self-reported writing processes. The results did not show a significant difference in the use of L1 and L2 in integrating sources, despite the final written text being in L2. Additionally, we found that the two languages dynamically interacted with each other, supporting different stages of the writing process. The study also provides pedagogical implications for source-based writing in a bilingual context. Copyright © 2024 Published by Elsevier Ltd.

This article explores language ideologies and language uses in a multilingual university in Hong Kong by exploring the voices and experiences of both mainland Chinese and Hong Kong students. Drawing on the notions of language ideologies, separate multilingualism, and translanguaging, the research illustrates how students' linguistic ideologies are shaped by multilingual encounters in the educational setting and index broader institutional and ideological frameworks and examines the identity positions they construct and present and the social spaces they jointly establish. It also demonstrates that the multilingual university context provides students a site to establish a translanguaging space with hybrid language use in which linguistic resources are employed to perform a range of subject positions and to play a number of roles.
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http://dx.doi.org/10.1080/13670050.2013.766148]

This monograph provides an overview of the language situation in Hong Kong from a historical perspective. Hong Kong has evolved in the past 167 years from a small fishing port to an international financial centre which forms part of a financial network hailed by Time Magazine as Ny.Lon.Kong (i.e. New York-London-Hong Kong). Hong Kong has gone through changes of sovereignty twice, once in 1842 as a Chinese territory ceded to Britain after the first Opium War, and a second time in 1997 as a British colony returned to China. It is a micro polity with no natural resources except its deep harbour. Economically, Hong Kong has gradually developed from a fishing port when British settlement began in 1841, to an entrepocirct during 1945-1950s, to a manufacturing hub during 1960-1970s, to an international financial centre since the 1980s. The historical, political and economic development has had a great impact on the language situation in Hong Kong. Its language community started with two separate monolingual groups: one consisting of local Chinese speaking Cantonese and other Chinese dialects, and the other composed of British colonists speaking English. Because of language spread and language shift as a result of political, economic and social changes, the monolingual group of Chinese speakers has become trilingual, speaking Cantonese, English and Putonghua, whereas the monolingual group of English speakers has expanded to include native speakers of such other English varieties as American English, Australian English, Canadian English, Indian English and Singaporean English. In addition, there is a large group of minorities composed of bilingual speakers of English and a south Asian language. Although the development of language use is a natural process, it can be influenced by the government's language policy and planning. In 1997 there was a major political change, and Hong Kong, a capitalist city that practised a free economy for 155 years, was handed back to a socialist

Exploring the factors regarding the choice of medium of instruction of student teachers in English classes, the author investigated 40 student teachers, and found that 60% of the student teachers were positive about the use of Cantonese in English lessons.