Research On Hongkong Language Education Policy Under Trans-Culture Linguistic Environment

Hong kong is a multilingual and multicultural society. This article is a complete account of the language education policies adopted at different times in Hong kong since 1847. In-depth analysis is given to the background, reason and motivation of the government when language policies are made. Emphasis is put on the characteristic and development of language education in Hong Kong, relations between borrowed language and native language, standard language(Putonghua)and cantonese as a dialect, instruction language and language spoken in daily life. It states explicitly the importance of the standardization of the instruction language to the development of Hong Kong's economy. Meanwhile, it sets up a framework for taking Putonghua as the instruction language in teaching Chinese in a bilingual system. The author takes a global vision and bases her discussion on the reality and future development of Hong Kong. Research method such as historic methodology, data analysis and survey are adopted in the discussions.This article is composed of five chapters.This first part of the introduction based on the bilingual system and the policy of "biliteracy and trilingualism", this part analyzes and summarizes the characteristic of languages spoken in Hong Kong in a cross-cultural Environment. It also explains the complexity of language education policy, clarifies a misunderstanding in language education and states the importance of setting a bilingual education system.This second part of the language education policy of Hong Kong in the colonial period from 1840 when Britain occupied HK to 1997 when HK was handed over to China. An in-depth analysis was given to the changes in language education policy. It discusses the commercial, capitalistic and materialistic nature of LEP.This third part of the language education policy in post-colonial period-a review of the LEP from 1960's to 1997. Important changes took place in this period with the issue of two government documents. This part discusses the relationship between LEP and a commercial society.This fourth part of the discussion analysis on language education policy after 1997. It explains the LEP based on the basic law of HKSAR and discusses the "biliteracy and trilingualism" with a focus on the heated topic of classroom instruction language. It also clarifies a misinterpretation of taking native language as the instruction language.This Part V an adjustment in language education policy at current time. The author adopts a global vision and takes different aspects into consideration, eg. local, national and global demands for the quality of employees. It states the importance of improving students'Chinese proficiency and the necessity of standardization of Chinese as an instruction language. It explains the relationship between official language and dialect, instruction language and language spoken in life, native language and Putonghua from the sociological perspective in a comparative methodology. Based on the above discussion, the author sets up a multicultural education system which takes Putonghua as the instruction language in a Chinese classroom and advocates a bilingual education framework.