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Article: A week in the life of a 'finely tuned' secondary school in Hong Kong

TitleA week in the life of a 'finely tuned' secondary school in Hong Kong
Authors
KeywordsChinese
policy implementation
medium of instruction
Hong Kong
fine-tuning policy
English
Issue Date2013
Citation
Journal of Multilingual and Multicultural Development, 2013, v. 34, n. 5, p. 411-430 How to Cite?
AbstractThe 2010/2011 academic year marked an important turning point in the development of Hong Kong's medium-of-instruction (MOI) policy as it offered secondary schools greater autonomy in determining their MOI policy. This paper examines the implementation of the new fine-tuning MOI policy in a representative secondary school. It compares its school-based language policy with students' (Years 7, 8 and 10) self-reported data about their actual use of English over a five-day week. At the junior secondary level (Years 7 and 8), the findings indicate a close alignment of policy and practice only in the English-medium subjects, whereas in some other subjects, the proportion of use of English could not be clearly determined due largely to the complexity of the school-based policy and teachers' flexibility and autonomy in practice. Furthermore, it is revealed that a highly sophisticated language-using situation at the senior secondary level (Year 10) poses potential challenges for the transition of students graduating from the junior level. The paper concludes by suggesting that a likely outcome of this newly implemented policy will be a return to the colonial government's laissez-faire policy in the 1980s and 1990s, where there was virtually no monitoring of policy implementation. © 2013 Copyright Taylor and Francis Group, LLC.
Persistent Identifierhttp://hdl.handle.net/10722/214009
ISSN
2015 Impact Factor: 0.702
2015 SCImago Journal Rankings: 0.679

 

DC FieldValueLanguage
dc.contributor.authorChan, Jim Y H-
dc.date.accessioned2015-08-19T13:41:31Z-
dc.date.available2015-08-19T13:41:31Z-
dc.date.issued2013-
dc.identifier.citationJournal of Multilingual and Multicultural Development, 2013, v. 34, n. 5, p. 411-430-
dc.identifier.issn0143-4632-
dc.identifier.urihttp://hdl.handle.net/10722/214009-
dc.description.abstractThe 2010/2011 academic year marked an important turning point in the development of Hong Kong's medium-of-instruction (MOI) policy as it offered secondary schools greater autonomy in determining their MOI policy. This paper examines the implementation of the new fine-tuning MOI policy in a representative secondary school. It compares its school-based language policy with students' (Years 7, 8 and 10) self-reported data about their actual use of English over a five-day week. At the junior secondary level (Years 7 and 8), the findings indicate a close alignment of policy and practice only in the English-medium subjects, whereas in some other subjects, the proportion of use of English could not be clearly determined due largely to the complexity of the school-based policy and teachers' flexibility and autonomy in practice. Furthermore, it is revealed that a highly sophisticated language-using situation at the senior secondary level (Year 10) poses potential challenges for the transition of students graduating from the junior level. The paper concludes by suggesting that a likely outcome of this newly implemented policy will be a return to the colonial government's laissez-faire policy in the 1980s and 1990s, where there was virtually no monitoring of policy implementation. © 2013 Copyright Taylor and Francis Group, LLC.-
dc.languageeng-
dc.relation.ispartofJournal of Multilingual and Multicultural Development-
dc.subjectChinese-
dc.subjectpolicy implementation-
dc.subjectmedium of instruction-
dc.subjectHong Kong-
dc.subjectfine-tuning policy-
dc.subjectEnglish-
dc.titleA week in the life of a 'finely tuned' secondary school in Hong Kong-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1080/01434632.2013.770518-
dc.identifier.scopuseid_2-s2.0-84880506214-
dc.identifier.volume34-
dc.identifier.issue5-
dc.identifier.spage411-
dc.identifier.epage430-

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