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

Viewing education as a complex site for endorsing and contesting knowledges and practices we explore its critical roles in feminist language planning. Many types of language planning have relied heavily on education for the implementation and spread of the particular reform agenda largely reliant on discourses of compulsory obligation (e.g. spelling reforms). The scenario of feminist language planning reveals that education is not a mere external agent of implementation but central to the raising of awareness or provoking an 'Initiating Trajectory' (Winter & Pauwels, 2003). However, the implementation of gender-inclusive practices ('Trajectories of Practices') in education highlights contexts of conflict (and confusion) about grammatical prescriptions and social reform (Pauwels & Winter, 2006). In this paper we probe the adoption, problematisation and invigoration of 'Agency Trajectories' in (language) educators' narratives and classroom practices. Our investigation includes educators operating in diverse English-language communities (e.g. Australia, Singapore, Hong Kong).
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http://dx.doi.org/10.2167/cilp093.0 ]