Mother tongue language (MTL) curriculum is core to school education in most countries/regions' school curriculum. Through mother tongue language learning, students are expected to enhance their understanding of the nation's culture and foster the sense of cultural and ethnic identity. However, MTL education in Hong Kong is complicated by the colonial history. This study examines Hong Kong Chinese language teachers' perceptions of MTL education, and the implication on MTL curriculum development. The questionnaire was administrated to 97 teachers, and interviews were carried out on 17 teachers. Usually, MTL is both the tool with which knowledge and skills are taught and learned and the vehicle for students to learn about the traditions of the countries' literature and culture. In Hong Kong, 95% of the population is of Chinese descent. Traditionally, education in China was a mixture of philosophy, history, politics and literacy. Chinese as an MTL subject in pre-colonial Hong Kong has always been assigned the mission of developing students' cultural identity in addition to the development of linguistic proficiency. During the colonial period, the Chinese Language curriculum shifted to be more language skills based with less emphasis on Chinese culture and moral education. After the sovereignty of Hong Kong was returned to China in 1997, although a new curriculum was implemented in 2002, teaching and learning in school as well as public examinations seem to be remaining language skills oriented instead of culturally based. This deviation from the trend of both Chinese traditional education and global mother tongue language education makes some Chinese language teachers feel confused. In addition, there is comment that in general Hong Kong students' Chinese language proficiency is becoming weaker and weaker in recent years. Thus, effectiveness of the skills oriented language curriculum has come under question. How a language teacher views the aims and objectives of the language

Language learning is more than acquisition of linguistic skills but also a social, psychological and cultural process (e.g. Lin, 2012; Ochs, 2002; Vygotsky, 1987). Mother tongue language (MTL) is a core subject in most countries/regions' school curriculum. Usually, the language is both the tool with which knowledge and skills are taught and learned, and the vehicle for students to learn about the traditions of the countries' literature and culture (e.g. Australian Curriculum, Assessment and Reporting Authority, 2013; Department of Education, UK, 2013a, 2013b; Department of Elementary Education, 2011; Ministry of Education of the People's Republic of China, 2011; Ministry of Education, Culture, Sports, Science and Technology, 2011). However, MTL education in Hong Kong is complicated by the colonial history. Traditionally, Chinese language education was a mixture of education on philosophy, history, politics and literacy. On the other hand, as a British colony, the previous Hong Kong MTL curriculum emphasized more on linguistics skills instead of transmission of Chinese cultural, literary and ethical values. With the sovereignty of Hong Kong returned to China in 1997, the new Chinese language curriculum seems to reflect a shift to a more all-rounded model. This study looks at the role of culture in MTL education in postcolonial Hong Kong. It takes a critical perspective on the ways in which a language teacher views the aims and objectives of the language subject he/she is teaching as immediately affecting both the design and pedagogies in the curriculum. So what are Hong Kong language teachers' perspectives on mother tongue language education in the postcolonial period? Interviews were administrated to explore how language teachers view the aims and objectives of MTL education as well as their current practice. Results of the interview on seventeen teachers indicate that although teachers agreed that culture is an important element in MTL education, their practice

It is a general belief that language reflects cultural preoccupations, and constrains the way people think, and that the use of language is also shaped through culture. Language education in different countries thus reflects culture of the regions. Chinese and English are two of the most popular languages in the world and reflect culture of the East and the West. The authors have carried out a research project on the views of Hong Kong educators on basic mother tongue language competency. The results showed that Hong Kong educators’ perception on language was affected by Chinese philosophy of education, namely Confucianism. They did not find many indicators of English curricula appropriate to Hong Kong school students. ‘Stress on personal moral perfection’ and ‘social implications for education’ that is the goodness for all were some of the Chinese educational beliefs affect views of Hong Kong educators on language education.
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