Chinese-English bilingual education is common practice in Hong Kong schools. In 1997, the Education Department published the paper "Strong Guidelines for Medium of Instruction" to stop the teachers use mixed languages or code-switching in secondary schools. All students entering secondary schools have to undergo the Medium of Instruction Grouping Assessment (MIGA) which is the basis of the assignment to study in Chinese or English-medium schools. The present study of bilingual memory models in local primary school students attempts to provide a theoretical framework for the planning and implementation of bilingual education. It will also contribute towards the development of effective bilingual education in Hong Kong.
For student to communicate and study effectively and efficiently in a second language, a vocabulary of a certain number of words has to be stored up. Cognitive psychologists have four basic models in describing the semantic network of bilinguals. There are namely, Separate Store Model, Common-store Model, Verbal-imagery Dual-code Model and Overlapping Distribution Model. There is no single model that isconsidered to be comprehensive enough in explaining all observed phenomena.
Generally Hong Kong primary school students showed positive attitudes to English learning and English-based teaching. They are fully aware that English is an essential commercial language and a necessary learning tool, which would definitely bring helpful for further studies or future careers. Nevertheless, students also agreed that learning in their mother tongue Chinese or in a mixed code of Chinese and English would reduce their learning difficulties. Primary school students adopted varying strategies in learning Chinese and English. In learning Chinese vocabularies, students only relied on Chinese characters or the Chinese language system without utilizing the English language system. Whereas in learning English vocabularies, students still relied on Chinese resources

背景： 教統局檢討中學教學語言政策，提出微調的方案。
目的： 本文主要是為回應中學教學語言微調政策而寫。
論點： 文中指出主要有經濟、政治和教育三個因素影響著中學使用何種教學語文，在正常情況下，經濟為主導因素，故1949年之前，學生多選讀中文中學，1950-97年間則選讀英文中學，惟政府在回歸時的強制性母語教學政策，將政治因素放在首位，引至近年中學教學語文的亂局。核心問題是：教育署(1989)將「中英混用方式來教學」和「校本分流教學語文調適」混淆，將「在雙語教學的世界中，課堂上的講解多是英語輔以粵語，書面語才是全英文」這種學習第二語時的必經過程，貿然定性為錯誤。
總結：要解救現今中學教學語文的困境，校本分流中學教學語言微調政策應是溫和的良方。
Background: The Education Bureau reviewed the on medium of instruction in secondary schools and proposed the fine-tuning of policy.
Aim: This article is in response to the fine-tuning policy of medium of instruction.
Exposition: The economic, political and educational factors were found to be the main ones influencing the choice of medium of instruction in secondary schools. In particular, the economic factor was found to be the dominant one under normal situations. Before 1949, students chose to study in Chinese middle schools. They switched to choose Anglo-Chinese secondary schools during 1950-97. The scene has been seriously distorted recently due to the Government's strong policy of imposing mother tongue education to a majority of secondary schools after 1997. Parents, students, and educators are unhappy about the Government's explicit intervention. Crucial issue: the Education Department (1989) mixed up the [mixed code teaching] and [school based mixed mode teaching according to subjects and levels]. They wrongly concluded the auxiliary use of Chinese in some English medium class were unacceptable which is against the general trend of linguistic development of students.
Conclusion: The fine-tuning policy of medium of instruction, particularly the school based mixed mode teaching according to subjects and levels, language streaming within school will be a moderate but good way to resolve the dilemma of medium of instruction in secondary schools.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934

Background: Cantonese-English mixed code is ubiquitous in Hong Kong society, and yet using mixed code is widely perceived as improper. This paper presents evidence of mixed code being socially constructed as bad language behavior. In the education domain, an EDB guideline bans mixed code in the classroom. Teachers are encouraged to stick to Cantonese or English, depending on the school-based medium of instruction policy (i.e. EMI vs. CMI schools).
Aims or focus of discussion: This paper analyzes the major reasons why mixed code is so difficult to avoid, both inside and outside the classroom. One important factor is the 'medium-of-learning effect'. Empirical evidence will be presented to demonstrate students' cognitive dependence on English terminologies as a direct result of English medium education. The paper draws implications for classroom code-switching, which is pedagogically a valuable linguistic resource.
Arguments / comments / suggestions: The EDB guideline banning mixed code in the classroom is too rigid. Code-switching has great potential for helping the bilingual teacher to achieve context-specific teaching and learning goals like clarifying difficult concepts and reinforcing students' bilingual lexicon (e.g. melamine/三聚氰胺, financial tsunami/金融海嘯). For EMI teachers, switching to Cantonese helps maintain class discipline, build rapport and reduce social distance with students. The assumption or claim that mixed code leads to declining English or even Chinese standards is not informed by sound empirical evidence.
Conclusion: Educated Chinese Hongkongers find it difficult to resist using some English in their informal interactions with others in Cantonese, resulting in mixed code. Instead of banning mixed code indiscriminately, a more proactive and productive approach will be to conduct empirical research with a view to (a) better understanding the circumstances under which classroom code-switching is necessary, (b) identifying pedagogically

背景： 教統會在今年二月發表檢討中學教學語言及中一派位機制的諮詢文件，邀請各界回應。
目的： 本文主要是為回應上述的中學教學語言政策而寫。
論點： 文中指出主要有經濟、政治和教育三個因素影響著中學使用何種教學語文，在正常情況下，經濟為主導因素，故1949 年之前，學生多選讀中文中學，1950-97 年間則選讀英文中學，惟政府在回歸時的強制性母語教學政策，將政治因素放在首位，引至近年中學教學語文的亂局。
總結：要解救現今中學教學語文的困境，校本分流應是溫和的良方。
Background: The Education Commission is now reviewing the policy on medium of instruction and school places allocation in secondary schools of Hong Kong. They invite response from different sectors about the present policy.
Aim: This article is in response to the above invitation on the policy of medium of instruction.
Exposition: The economic, political and educational factors were found to be the main ones influencing the choice of medium of instruction in secondary schools. In particular, the economic factor was found to be the dominant one under normal situations. Before 1949, students chose to study in Chinese middle schools. They switched to choose Anglo-Chinese secondary schools during 1950-97. The scene has been seriously distorted recently due to the Government’s strong policy of imposing mother tongue education to a majority of secondary schools after 1997. Parents, students, and educators are unhappy about the Government's explicit intervention.
Conclusion: Language streaming within school will be a moderate but good way to resolve the dilemma of medium of instruction in secondary schools.
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]