146:(CMI) teaching methods, starting in the 1998–99 school year. This introduction of CMI started in the secondary 1 intake of pupils, and progressed each year to a higher form at junior secondary levels. Not all school reacted to this suggestion however, because some schools remained using English as the medium of instruction. These English Medium-of-Instruction (EMI) schools had to comply with the following conditions:
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non-language subjects up to a maximum of two subjects, taking into consideration the language abilities of students. Furthermore, the classification of CMI and EMI schools has been cancelled. Schools are now allowed to choose to adopt EMI for one or more subjects, or based on the ability of students in the extra-learning activities. The arrangements made in schools have become more diversified and flexible.
193:, to examine the effects of the change of medium of instruction. Eleven Anglo-Chinese schools with more than half the subjects taught in Chinese were selected as the experimental group, and were matched with the control group who were in the English environment. A total number of 4543 students in secondary 1 partook in the experiment, and were tracked from secondary 1 to 3.
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In response to the controversy of students’ performance in
English, there is some fine-tuning in the revised MOI policy. Under the fine-tuned policy, total lesson time in English has been increased in order to improve the English learning environment for students in CMI schools. EMI may be adopted in
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the overall performance of teachers in
English Language was unsatisfactory. The proficiency attainment rates in the writing and speaking papers were 53% and 52% respectively. The lack of proficiency in English limits teachers from expressing their ideas clearly. Mother-tongue teaching, on the other
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English. This is because of their limited
English vocabulary of approximately 1000 words. As a direct result of this, students encounter less difficulty in understanding the materials that are taught in their mother-tongue language, because there are less constraints owing to their broader Chinese
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Teaching in
Chinese, the mother-tongue to locals in Hong Kong, is conducive in acquiring knowledge. In general, students possess a greater ability in Chinese than in English: The primary 6 students are capable of writing 300-word articles in Chinese, whereas they can only make simple sentences in
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Vocabulary
Instruction by Barcroft, presenting new words frequently and repeatedly during lessons is one of the keys to success in learning a second language. Likewise, in mother-tongue teaching, students are less exposed to English, so they acquire English as a second language less effectively.
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Teaching mother-tongue cuts down the level of exposure to
English. It has been suggested that while students can learn more effectively about non-language subjects, the negative impact on performance in English Language is inevitable. According to The Five Principles of Effective Second Language
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Another concern is the status of
English as an international language. Some have argued that reduced exposure to English as well as learning academic subjects in native language will lessen students’ edge and competence in the global market.
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was ‘ambiguous’ because of the ‘unequal ability distributions’ among the experimental group, and the control group. Students in a
Chinese language environment, on the other hand, showed a better performance in all other subjects, including
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Schools who implemented the CMI policy by 2000–01 were allowed to switch to
English as the medium of instruction, as was the case for certain subjects in part of the secondary 4 and 5 classes. These schools also enjoyed the
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for learning. When they are able to understand the concepts they are taught with ease, students are motivated and willing to pay extra attention in lessons. This in turn enhances the effectiveness of language acquisition.
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Barcroft, J. (2004). "Second
Language Vocabulary Acquisition: A Lexical Input Processing Approach Second Language Vocabulary Acquisition: A Lexical Input Processing Approach".
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had adopted Cantonese as the language medium of teaching. From the 1998-1999 school year, with direction from the government, 75% of schools began to use Cantonese in their
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Students in the control group, who were in an English environment, were found to perform better in English than their counterparts. Their performance in
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hand, enables teachers to elaborate and explain concepts in a clearer way, which in turn, boosts the effectiveness of teaching.
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teaching helps students learn in a more effective way, and they achieve a better academic performance in general.
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spoken in Hong Kong. English was taught in Hong Kong's schools before 1997 because Hong Kong was a colony of the
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476:"Helping Students to Adapt to an English Medium of Instruction Environment in Hong Kong Secondary Schools"
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Wong, K. (2000). "A Critical review of the revised policy on the medium of instruction in Hong Kong".
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Teaching in English poses a huge challenge to teachers. As revealed in the report of the 2014
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According to the revised MOI policy, secondary schools were encouraged to adopt Chinese
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of deciding which language would be used in teaching secondary 6 and 7.
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of the pupils in a certain area of country, as opposed to teaching in a
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400:"Research on Change of Medium of Instruction in Secondary Schools"
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Changing Languages: Language Education in the Era of Translation
566:"The Five Principles of Effective Second Language Acquisition"
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331:"Fine-tuning the Medium of Instruction for secondary schools"
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In addition, teaching in mother-tongue boosts a student's
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Hong Kong Examinations and Assessment Authority (HKEAA)
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was carried out during the 1988–89 school year by the
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The school should have adequate supporting strategies.
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Man, Evelyn; Coniam, David; Lee, Icy (Winter 2002).
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43:. There might be a discussion about this on
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63:Learn how and when to remove this message
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508:Fong, Yun-wah (9 August 1990).
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516:. Mingpao. Archived from
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292:References
248:motivation
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101:political
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277:See also
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489:: 74–81
211:History
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203:Chinese
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