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.
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http://dx.doi.org/10.1080/09500782.2011.573076]

The New Edition of the Chinese Language Curriculum was introduced in all secondary schools in September 2002 Major features of the reform cultivate the migration from a single model passage to a more holistic teaching unit, teaching focus has switched from just reading and writing to comprehensive aspects of speaking, reading, listening and writing While the role of a teacher has shifted from dominating to facilitating, the role of the students has shifted from a passive receptor to an active learner The aim of language teaching has changed from imparting language knowledge to cultivating generic skills As a whole, the New Edition of the Chinese Language Curriculum has extended the work scope of the teachers in their curriculum and teaching decision making For instance, they are able to adjust the course books according to the circumstances of the school Adjusting the course books or developing school specific teaching resources is a complicated task which requires co-operation and creative input of the teachers With this in mind, some schools have started the reform of the Chinese Language subject by allocating a common planning period, making room for the teachers to increase their opportunities in curriculum input and decision making The present research started in the second year after the introduction of the New Edition of the Chinese Language Curriculum By applying qualitative research methods, five schools were chosen as case studies, with the teachers of Secondary One as research target, to explore the state of teachers' participation in the curriculum decision making, to understand how the curriculum decisions were made within a subject team, and to investigate the factors influencing the decision making The data was collected via interviews, participatory observations and document analysis
The study reveals that at present, schools have not carried out any restructuring because of individual subject reforms The common planning period in certain schools