Content and Language Integrated Learning (CLIL) has been promoted by the European Union as a means to achieve multilingualism. While in Germany and other European countries the trend to use the L2 as a medium of instruction is increasing, in Hong Kong, however, we see a converse development. Many schools switched from English as a medium of instruction (EMI) to mother tongue education.
The German CLIL concept promotes a gradual and cautious switch to L2 for only a few content subjects in the curriculum. The Hong Kong EMI approach introduces L2 after a short bridging period to most content subjects. Although the CLIL and EMI programmes both share the features of a late immersion programme, their approach to language use in classroom discourse frames is different. The current study was designed to examine the processes and effects of language learning in L2-taught content subjects. Based on samples from two history lessons in the German CLIL and the Hong Kong EMI context, classroom interaction was analysed with special focus on teacher/student talk and codeswitching. First results support the claim that constructive processes during classroom interaction are vital elements of language acquisition.
[Copyright of International Journal of Bilingual Education and Bilingualism is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.2167/beb465.0]

This article examines the evolution of language-in-education policy in Hong Kong during the first six decades of British rule (1842-1902). In particular, it analyses the changing roles and status of the English and Chinese languages during this formative period in the development of the colony's education system. The textual and statistical data presented in the article provide a corrective to the claim that the British imposed English on their colonial subjects and in the process rode roughshod over the indigenous languages. The evidence suggests that Hong Kong's education system provided opportunities for native students to attend purely Chinese schools, purely English schools or mixed-medium schools. Although the British apparently attached more importance to English teaching, they were generally at pains to emphasise that English should not be studied at the expense of Chinese. The findings indicate that language policy (be it Chinese or English in orientation) was always tied in some way to Britain's political and economic interests in the region.
[Copyright of Journal of Educational Administration and History is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/00220620600984214]

This article explores how Hong Kong Chinese engineering students with low English language proficiency manage to cope with their lectures given in English. An ethnographic case study approach was used with multiple sources of data triangulated to provide a picture of the lecture event from both the students' and the lecturer's perspectives. One of the outcomes of the study, as described in this article, is that lectures have specific genres and that these genres need to be seen as more than linguistic events. By way of a case study into lecturer behaviour/intention and students' perceptions, lectures can be viewed within the wider, socially constructed context.
[Copyright of Studies in Higher Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03075070701685163]

作者認為要改變作文教學的現狀，提高作文教學質量，就必須重視小學作文訓練系列化、科學化的研究，就必須改革作文的指導方法。因此，作者利用科技編了〈多媒體組合指導小學生作文〉訓練教材。教材的編寫與課堂教學結構都符合學生的學習理論。這套教材有助於建立小學作文教學的訓練計劃與程序；促進作文教學的現代化；成功地改革了作文的指導方法；有助於激發學生的作文興趣，最終是要使作文教學走出無序隨意的誤區。（何文勝整理）

作者認為要有效推行資訊科技教學，必須有足夠合用的軟件。於是作者利用PowerPoint 97設計一套「文言文教學軟件」。在過程中作者發現以PowerPoint 97設計有所不足，乃嘗試以Authorware及Director來設計教學軟件，並指出這些軟件應由任教者自行設計，才能配合不同程度學生的需求。（何文勝整理）

The author reports that a Hong Kong Program, offered by the Hong Kong Institute of Education, helps secondary school teachers improve their language proficiency, skills for teaching through the use of English as the medium of classroom instruction, and background knowledge which contributes to to a motivation for change.