The view that autonomy is a multidimensional construct which may change depending on contexts and time calls for more empirical studies to understand its long term development across contexts (Benson, 2001, 2007). This paper presents the results of a longitudinal study documenting the autonomous development of four student-teachers' long journey of learning English and learning to teach English as a foreign language in Hong Kong. Data collected from lesson observations, reflective journals, informal chats, portfolios and semi-structured interviews were analysed. A theoretical model of studentteachers' autonomous development was suggested. Implications were also made for teacher educators who are promoting teacher autonomy in their student-teachers. First of all, as learner autonomy and teacher autonomy are interdependent, teacher education programs should incorporate practices that promote autonomy in the learners. Secondly, as contextual factors are important in facilitating the success of field experience, collaborative forms of institute-school partnership should be established because it helps set a platform where various parties have clearly defined roles and responsibilities in structuring challenge and support to meet student-teachers' needs. In conclusion, if teacher autonomy is seen as a desirable goal to be achieved, student-teachers should be provided certain kinds of support in order to succeed.

Based on qualitative data obtained from 15 South Asian (SA) B.Ed. (EL) (Bachelor of Education in English Language) students, this study reports on SA students' difficulty in mastering Mandarin-based written Chinese and the vernacular Cantonese in Hong Kong. For convenience, SA here also refers to students whose homeland is the Philippines. Since Britain's return of sovereignty to China on 1 July 1997, the language policy of post-colonial Hong Kong is characterised by biliteracy and trilingualism (兩文三語): the ability to read and write Chinese and English and to speak Cantonese, English and Putonghua/Mandarin. Unlike during the colonial era, much greater significance is now accorded to Chinese literacy, but SA students' poor performance in written Chinese and Cantonese defies such social expectations. A lack of Chinese literacy is a major stumbling block towards gaining access to educational and career opportunities. This raises two ethical issues: social inequality resulting from a lack of a level-playing field and denial of opportunities for social mobility through education. Implications of our empirical findings will be briefly discussed in light of Cummins' interdependency hypothesis on the development of basic interpersonal communicative skills and cognitive academic language proficiency in Chinese.
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