Trilingual education in Hong Kong primary schools: A case study

Lixun WANG, Andy KIRKPATRICK

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17 Citations (Scopus)

Abstract

Since 1997, the ‘biliterate and trilingual’ policy has been adopted by the Hong Kong government, and is now guiding the curriculum design in Hong Kong primary schools. This language policy aims to ensure that Hong Kong students become biliterate (written English and Chinese) and trilingual (spoken English, Cantonese and Putonghua). However, Hong Kong primary schools currently do not have an agreed method for the implementation of trilingual education. As a preliminary step in the investigation of methods of the implementation of trilingual education in Hong Kong primary schools, we carried out a detailed case study of the trilingual education model adopted in a primary school. Views of key stakeholders (the principal, teachers, students and parents), on how successful the model is, were collected, and a number of lessons taught using English, Cantonese or Putonghua as the medium of instruction were recorded and analysed. On the basis of the research findings, a possible model for implementing trilingual education in Hong Kong primary schools has been suggested. Copyright © 2013 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)100-116
JournalInternational Journal of Bilingual Education and Bilingualism
Volume16
Issue number1
Early online dateMay 2012
DOIs
Publication statusPublished - Jan 2013

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primary school
Hong Kong
education
language policy
student teacher
Education
Primary School
parents
stakeholder
instruction
curriculum
Group
student
Putonghua

Citation

Wang, L., & Kirkpatrick, A. (2013). Trilingual education in Hong Kong primary schools: A case study. International Journal of Bilingual Education and Bilingualism, 16(1), 100-116.

Keywords

  • Trilingual education
  • English
  • Putonghua
  • Cantonese
  • Hong Kong
  • Primary schools