Controversies in medium of instruction reform : the experience of Hong Kong / / Shek Kam Tse, Wing-Wah Ki, Mark Shiu Kee Shum

• Autore: Xie Xijin
• Pubblicazione: Singapore : , : Springer, , [2021]; ©2021
• Descrizione fisica: 1 online resource (331 pages)
• Disciplina: 370.951
• Soggetto topico: Educational change - China - Hong Kong; Language and languages - Study and teaching - China - Hong Kong; Language policy - China - Hong Kong; Reforma de l'educació; Ensenyament de la llengua; Política lingüística
• Soggetto geografico: Hong Kong (Xina)
• Soggetto genere / forma: Llibres electrònics
• Persona (resp. second.): KiWing-Wah; ShumMark Shiu Kee
• Nota di contenuto: Intro -- Foreword -- Acknowledgements -- Contents -- 1 Introduction -- 1.1 Introduction to the Book and the Chapter -- 1.2 Medium of Instruction Policies in Other Former British Colonies -- 1.2.1 Malaysia -- 1.2.2 Singapore -- 1.2.3 Conclusion of the Section -- 1.3 Status of Chinese and English in the Hong Kong Context -- 1.3.1 Sociopolitical Context -- 1.3.2 Socio-economic Context -- 1.3.3 Sociocultural Context -- 1.4 Theoretical Concepts of Bilingual Education -- 1.4.1 Zone of Proximal Development (ZPD) -- 1.4.2 Benefit of Bilingual Education for Cognitive Growth -- 1.4.3 Threshold Hypothesis -- 1.4.4 BICS and CALP -- 1.4.5 Length of Time for Acquisition of BICS and CALP -- 1.4.6 SUP, CUP and Interdependence Hypothesis -- 1.4.7 Additive and Subtractive Bilingualism -- 1.4.8 Replacive and Preparatory Bilingualism -- 1.4.9 Learner's Motivation, Identity and Inputs -- 1.4.10 Language Acquisition Versus Language Learning -- 1.5 Chapter Conclusion and Structure of the Rest of the Book -- References -- 2 Languages Used in Hong Kong -- 2.1 Introduction -- 2.2 English Language Usage in Hong Kong -- 2.3 Varieties of Chinese Language Used in Hong Kong -- 2.4 Code-Mixing -- 2.4.1 Code-Mixing of Chinese and English -- 2.4.2 Code-Mixing of Modern Standard Chinese and Cantonese -- 2.5 Standardization Challenges in Chinese Language Education and Training -- 2.5.1 Terminologies -- 2.5.2 Character Systems -- 2.5.3 Transliterations After 1997 -- 2.5.4 Standardization of Chinese Input Methods -- 2.5.5 Issues of Genre in Practical Chinese Writing -- 2.6 Conclusion -- References -- 3 Medium of Instruction Policy: Historical Background and the 1998 Reform -- 3.1 Introduction -- 3.2 The Changing Face of the Language Policy in Hong Kong -- 3.2.1 The Eighteenth Century -- 3.2.2 The 1930 to 1960s -- 3.2.3 The 1970s -- 3.2.4 The 1980s -- 3.2.5 The 1990s. ; 3.2.6 The 2000s -- 3.2.7 Summary -- 3.3 The Calls for Mother-Tongue Education at Different Times -- 3.3.1 Hong Kong Pre-1949 -- 3.3.2 Post-second World War -- 3.3.3 The 1965 White Paper -- 3.3.4 The 1973 Green Paper -- 3.3.5 The 1974 White Paper -- 3.3.6 The 1980s to the 1997 Handover -- 3.3.7 The 1982 Llewellyn Report -- 3.3.8 The Education Commission Reports (ECRs) -- 3.4 Try to Strike a New Balance: Stepping into Being an SAR of China -- 3.4.1 The 1998 Medium of Instruction Reform -- 3.4.2 The Resistance, Achievements and Winding-Down of the Reform -- 3.5 Conclusion -- References -- 4 Transitional Issues in the Implementation of New MOI Policy -- 4.1 Introduction -- 4.2 Teachers' Perception of Mother-Tongue Education -- 4.2.1 The Effects of Mother-Tongue Teaching -- 4.2.2 Parental Opposition -- 4.2.3 Allocation of Extra Resources on English Learning -- 4.2.4 MOI Dilemma at Senior Secondary Levels of CMI Schools -- 4.2.5 The Language Transition Between Junior and Senior Secondary Levels -- 4.2.6 Harnessing the Advantages of Mother-Tongue Education -- 4.2.7 The English Language Proficiency of Students -- 4.3 Difficulties Encountered in Implementing Mother-Tongue Education -- 4.3.1 Language Use -- 4.3.2 Teacher Training -- 4.3.3 Resources Support -- 4.3.4 Teaching Syllabi and Assessment Mechanisms -- 4.4 The CMI Schools' Decision on MOI at Senior Secondary Levels -- 4.4.1 Actual MOI Used at Secondary 4 Level in year 2001-02 -- 4.4.2 Planning the MOI of Secondary 6 in Year 2003-04 -- 4.4.3 Special Feature-Teaching One Subjects with Two MOI -- 4.4.4 Problems Faced by Teachers at the Senior Secondary Level -- 4.4.5 Factors Affecting the Choice of MOI at Senior Secondary Levels -- 4.4.6 Decision Process on the school's Senior Secondary MOI Policy -- 4.5 Conclusions -- References -- 5 Collaborative Support and Facilitation of Change in the Reform. ; 5.1 Introduction -- 5.2 Five Missions of the Centre -- 5.3 Mission 1: Boosting Teachers' Confidence -- 5.3.1 Overcoming the Problem of Using Chinese on Computers -- 5.3.2 Supporting Teachers to Develop Their Command of Chinese -- 5.3.3 Additional Learning Resources -- 5.4 Mission 2: Advancement in Pedagogy -- 5.4.1 Promoting Good Teaching and Learning Practices in CMI Schools -- 5.4.2 Identifying a Core Theory for Learning in the Centre -- 5.4.3 Collaborative Innovative Learning and Assessment Designs -- 5.5 Advancing Project Learning and Assessment -- 5.6 Study on Classroom Discourse and Space of Learning -- 5.7 Mission 3: Advancing Subject-Specific Genre Awareness -- 5.8 Mission 4: Broadening Horizons -- 5.9 Mission 5: Formation of Collaborative Community -- 5.10 Working Principles -- 5.10.1 Face-To-Face Discussion and Computer Network Sharing -- 5.10.2 Service and Research -- 5.11 Conclusion -- 5.11.1 What a Large-Scale Education Reform Would Demand -- 5.11.2 Why University Centre Could Be Useful Mechanism to Support Reform -- 5.11.3 Government Support for Such a Centre Could not Be Long-Term -- References -- 6 Interlanguage and Subject-Specific Genres -- 6.1 Introduction -- 6.2 Language Interference -- 6.2.1 Interlanguage -- 6.2.2 Second Language (English) Interference -- 6.3 Subject-Specific Genre -- 6.3.1 Research into Subject-Specific Genres -- 6.3.2 Genre Studies in Hong Kong -- 6.4 Conclusion -- References -- 7 Multiple-Case Study at the School Level -- 7.1 Introduction -- 7.2 A Multiple-Case Study of the Experiences of Chinese-Medium Schools -- 7.3 Details of the Sample Schools -- 7.4 Research Findings -- 7.4.1 Reasons of Using CMI Before the Time of the 1998 MOI Reform -- 7.4.2 Strategies Used to Facilitate the Change of Instructional Medium -- 7.4.3 Modes of MOI Used in Senior Secondary Levels. ; 7.4.4 Effects of CMI on English Language Learning -- 7.4.5 Measures to Enhance English Language Learning -- 7.4.6 Difficulties Encountered During the Transition -- 7.4.7 Benefits of Using the Mother-Tongue as the MOI -- 7.5 Conclusion -- References -- 8 Evidence of Success of the MOI Reform -- 8.1 Introduction -- 8.2 The CMI Centre 2005 Survey -- 8.2.1 Purpose of the Study -- 8.2.2 Methodology -- 8.2.3 Major Findings Related to the MOI Policy -- 8.3 Analyses of Public Examinations Results -- 8.3.1 Subject Learning and Eligibility for Educational Advancement -- 8.3.2 English Language Performance -- 8.4 Longitudinal Study Comparing CMI and EMI School Students -- 8.5 Conclusion -- 8.5.1 Some Highlights About the Findings -- 8.5.2 Seeing the Impact in Context -- 8.5.3 Additional Efforts and Measures at the School Level -- 8.5.4 The Need to Explore Bilingual Education -- References -- 9 Review and "Fine-Tuning" of the MOI Reform Policy -- 9.1 Introduction -- 9.2 Persistent Criticism Against the 1998 MOI Reform -- 9.3 The 2005 EC's Official Review of the MOI Reform -- 9.3.1 Uphold Mother-Tongue Teaching -- 9.3.2 Enhancing English Proficiency Concurrently -- 9.4 Further Intensified Worry About English Standards -- 9.4.1 HKCEE English Language Results -- 9.4.2 HKALE English Language Results -- 9.4.3 Tsang's Study About University Admission -- 9.5 The "Fine-Tuning" of MOI Policy -- 9.5.1 The Objective of the "Fine-Tuning" -- 9.5.2 Framework of the "Fine-Tuning" -- 9.5.3 Unpublicized Reason of "Fine-Tuning": Drop in Student Population -- 9.6 Educators Expressing Resentment Against the Fine-Tuning -- 9.7 Educators Affirming the MOI "Fine-Tuning" as Improvement -- 9.8 Changes at the School Level After the Implementation of "Fine-Tuning" -- 9.8.1 MOI Adopted by Schools at the Junior Secondary Level -- 9.8.2 Class-Based MOI Division. ; 9.8.3 Subject-Based MOI Division and Other Differentiated Arrangements -- 9.8.4 Impact on Learning When MOI Changed from CMI to EMI -- 9.8.5 Students' Attitude -- 9.9 Subsequent 6-Year Cycles of "Fine-Tuning" Implementation (2010-2022) -- 9.10 Advocacy for CLIL Teacher Development and Translanguaging in EMI Teaching -- 9.11 Conclusion -- References -- 10 Conclusion -- 10.1 Introduction -- 10.2 The Achievements and Limitations of the 1998 MOI Reform -- 10.2.1 Remarkable Achievements in Advancing Teaching and Learning -- 10.2.2 Major Challenges and Efforts Behind Such Achievements -- 10.2.3 Had the MOI Reform Pulled the English Standards of Students Down? -- 10.2.4 CMI/EMI School Bifurcation-A Major Drawback -- 10.2.5 Section Conclusion -- 10.3 The Achievements and Limitations of the 2010 "Fine-Tuning" -- 10.4 Rising Demand on Both English and Chinese Languages Since 1997 -- 10.4.1 The Rising Value of English and the Persistent Fear of Losing It -- 10.4.2 The Rising Importance of Chinese -- 10.5 Diversity, Motivation and Self-determination of Students -- 10.6 Inclusive Versus Exclusive Mind-set in Seeing Relation Between Languages -- 10.7 Making "Additive and Inclusive Bilingualism" an Empowering Goal for Hong Kong -- 10.7.1 Present Teaching and Public Examinations in Chinese and English -- 10.7.2 "Two-Solitude" Bilingualism Versus Additive and Inclusive Bilingualism -- 10.7.3 Language Purism Versus Additive and Inclusive Bilingualism -- 10.7.4 Transitional Bilingualism Versus Additive and Inclusive Bilingualism -- 10.8 Researching Bilingual CLIL Pedagogy in the Hong Kong Specific Context -- 10.9 More Recommendations on Future MOI Policy Development -- 10.9.1 About the Relative Importance of Languages -- 10.9.2 About Language Bifurcation -- 10.9.3 About Bilingual Education Models -- 10.9.4 About Professional Autonomy -- 10.10 Conclusion -- References.
• Titolo autorizzato: Controversies in medium of instruction reform
• ISBN: 981-16-5784-X
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Lingua di pubblicazione: Inglese
• Record Nr.: 9910506399903321
• Lo trovi qui: Univ. Federico II