Does the Switch of Medium of Instruction Facilitate the Language Learning of Students? A Case Study of Hong Kong from Teachers' Perspective

Autor/in	Tam, Angela Choi Fung
Titel	Does the Switch of Medium of Instruction Facilitate the Language Learning of Students? A Case Study of Hong Kong from Teachers' Perspective
Quelle	In: Language and Education, 25 (2011) 5, S.399-417 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2011.573076
Schlagwörter	Curriculum Development; Language Planning; Standardized Tests; Foreign Countries; Mandarin Chinese; Educational Policy; English (Second Language); Language Proficiency; Second Language Learning; Language of Instruction; Teacher Attitudes; Case Studies; Sino Tibetan Languages; High School Students; Secondary School Teachers; Intention; Outcomes of Education; Hong Kong + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Sprachwechsel; Standadised tests; Standardisierter Test; Ausland; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Lehrerverhalten; Case study; Fallstudie; Case Study; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Lernleistung; Schulerfolg; Hongkong
Abstract	The medium of instruction (MOI) and its impact on improving the language proficiency of students has become a debated issue worldwide. The policy-makers of post-colonial Hong Kong believed that the general Chinese competency, Chinese writing and Putonghua proficiency of students would be improved through the use of a Putonghua-medium-of-instruction (PMI) rather than the Cantonese medium, the mother tongue of students and teachers. Therefore, using Putonghua to teach the Chinese language has been promulgated as a long-term goal by the Curriculum Development Council. Early studies have placed an emphasis on using standardized tests to assess students' learning outcomes with the use of PMI, but unfortunately the findings have been inconclusive. Despite teachers' involvement in implementing the MOI policy, there is a dearth of studies examining the perspective of teachers regarding the language learning of students under PMI. This paper aims to explore this important issue in greater depth through a case study of a high school, which has implemented PMI to teach the Chinese language for 10 years. The findings indicate that there are mismatches between the stated educational policy intentions and the language learning of students in various aspects. Further studies and follow-up measures on the language policy and education are suggested. (Contains 2 tables and 6 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10