兩文三語: 香港語文教育政策研究

This book provides an up-to-date review of the implementation of the SAR government’s ‘biliteracy and trilingualism’ language-in-education policy (兩文三語 政策) since the return of Hong Kong’s sovereignty to China on 1 July 1997. It also elucidates the main challenges faced by various groups of stakeholders, notably students and teachers, from their respective vantage points. Based on evidence-based research findings collated from various empirical studies at multiple levels – linguistic, sociolinguistic, psycholinguistic, neurocognitive, and pedagogical – this book makes a number of recommendations for alternative policy measures. In particular, in view of the empirically attested ‘golden window’ of language acquisition that corresponds roughly with age 4–8 (K1–P3), the book argues for the need to improve the quality of language teaching and learning in English and Putonghua at pre-primary and early primary levels. Three other focused areas are:
(i)the need to raise teachers’ and students’ awareness of phonological features in Cantonese;
(ii)the desirability of assessing Cantonese pronunciation of language professionals working in various communication sectors through a certified test; and
(iii)the facilitation of social integration of ethnic minority students, especially NCS (non-Chinese-speaking) students of South Asian descent (南亞裔非華語學生) by strengthening Chinese language curricular planning and providing support measures to help them meet the need for Chinese, written and spoken, in the Cantonese-dominant workplace.

第一章 / Chapter 1：
香港「兩文三語」政策的理論與實踐
‘Biliteracy and trilingualism’ policy in Hong Kong: Theories and practice
第二章/ Chapter 2：
「三語」政策下的英語和普通話學習
The learning and use of Cantonese under the policy of trilingualism
第三章/ Chapter 3：
「三語」政策下的粵語使用和定位
The positioning and use of Cantonese under the policy of trilingualism
第四章/ Chapter 4：
「三語」政策下的語言規劃
Language planning under the policy of trilingualism
第五章/ Chapter 5：
非華語學童學習中文
Non-Chinese-speaking (NCS) schoolchildren’s learning of Chinese