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Trilingual education in Hong Kong primary schools: a case study
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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. ; No Full Text
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Keyword:
Applied Linguistics and Educational Linguistics
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URL: https://doi.org/10.1080/13670050.2012.689479 http://hdl.handle.net/10072/48185
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63 |
Understanding communication between surgeon and patient in outpatient consultations
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64 |
Política linguística para as línguas oficiais em Timor-Leste: o português e o Tétum-Praça ; Language policy for official languages in East Timor: Portuguese and Tétum-Praça
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66 |
Finding space for non-dominant languages in education: language policy and medium of instruction in Timor-Leste 2000-2012
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68 |
The Importance of Literacy in the Home Language: The View From Australia
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69 |
Spoken expository discourse of children and adolescents: Retelling versus generation
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70 |
Embedding writing development in the discipline of Law: how far have we come?
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Oxley, L. - : Applied Linguistics Association of New Zealand (ALANZ) and the Applied Linguistics Association of Australia (ALAA), 2013
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72 |
Embedding L2 writing skills development in an Accounting course: a collaboration
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73 |
Nicknames in Australian secondary schools: Insights into nicknames and adolescent views of self
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74 |
Tracking international students’ English proficiency over the first semester of undergraduate study
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75 |
English as an International Language in Asia: Implications for Language Education
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76 |
Anthony J. Liddicoat and Angela Scarino (eds): Languages in Australian Education: Problems, Prospects and Future Directions
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77 |
Strategies for building social connection through English: Challenges for immigrants and implications for teaching English as a second language
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78 |
English as an Asian lingua franca: the 'lingua franca approach' and implications for language education policy
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79 |
Liminality in multitasking: Where talk and task collide in computer collaborations
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80 |
Facilitating self-directed learning amongst international students of health sciences: The dual discourse of self-efficacy
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