Bilingualism in Hong Kong schools - Essay Example

Bilingualism in Hong Kong schools In all bilingual communities providing children with appropriate language instruction is a very important issue for governments, educators, schools and finally language learners themselves. Due to contradictory results of studies concerning the association between bilingualism and cognitive functioning, it is very important to develop bilingual skills that will contribute to cognitive performance and, thus, will help students to achieve academic success. In Hong Kong, where being bilingual or trilingual has always been a competitive advantage, it is especially important to raise language skills of individuals and, thus, enable them to meet the needs and challenges of the society. Educational policies play a crucial role in developing additive bilingualism, which allows students to develop proficiency in a second language and maintain a high level of a native language at the same time. Thus, the government together with the Standing Committee on Language Education and Research (SCOLAR) has adopted several education policies reforms aimed to raise language skills in the community of Hong Kong. The term bilingualism has been defined in several different ways by researchers and theoreticians (Cummins & Swain, 1986). While some authors classified different kinds of bilingualism according to the age at which second language (L2) was learned (early versus late, simultaneous versus sequential), others considered such factors as the contexts of language learning (artificial versus natural, compound versus coordinate) and the domains of its use. The relationship between bilingualism and cognitive functioning has been a subject of a fierce debate among experts in the field. Studies revealed both positive and negative associations between bilingualism and such areas of cognitive functioning as intellectual and linguistic capacities, verbal and non-verbal IQ, academic functioning, divergent thinking and metalinguistic consciousness (Cummins & Swain, 1986). The earliest studies in the field, conducted before 1960, revealed that bilingual children resulted linguistically handicapped when tested with such measures as verbal tests of intelligence or academic achievement. Later studies confirmed these findings and showed that bilingual children had relatively low literacy skills (children of Finnish migrants in Sweden), arithmetic competences (English-speaking children educated in Irish-medium schools), vocabulary levels (low class Spanish-English children) and general verbal and academic skills (English-Japanese bilinguals in the United States) when compared with unilingual children. In contrast, several studies have reported positive influence of bilingualism on intellectual skills and divergent thinking. It was also suggested that bilingualism enhanced students’ analytic orientation to linguistic and perceptional structures as well as sensitivity to feedback cues. The study conducted with primary school children in Ottawa, enrolled in a French immersion program, revealed that intensive exposure to French resulted in a better comprehension of certain English syntactic structures. The improvement of linguistic skills was often observed in educational environments that promoted the development of both languages rather than in monolingual ones. Furthermore, Hebrew-English and Spanish-English children resulted to be more flexible to interpersonal feedback as it could help them to understand others, to be aware of their own speech mistakes and to obtain information concerning language-switching. Several studies revealed that immersion school experience enables children to learn how to deal with communication difficulties and, thus, to develop their interpersonal skills. Studies with French-English bilinguals have also demonstrated that bilingual children have a higher level of both verbal and nonverbal intelligence in comparison with unilinguals. Finally, numerous studies have demonstrated that bilinguals are superior to their unilingual peers on several measures of divergent thinking. The influence of bilingualism on cognitive functioning is the issue of concern in all bilingual communities. In Hong-Kong, where English and Chinese have been commonly used for more than a century, being biliterate and trilingual is a competitive advantage (SCOLAR, 2003). Due to increasing globalization and a more open China market, since the late 1970s Hong Kong has transformed into an international knowledge-based, services-orientated economy. Therefore, it has become more important than ever to raise the language standards of the Hong-Kong community. The language policy of the Hong Kong Special Administrative Region Government aims to allow the Hong Kong people, in particular students and working adults, to develop language skills and become biliterate in written Chinese and English as well as trilingual in Cantonese, Putonghoa and spoken English (SCOLAR, 2003). That kind of bilingualism, in which a second language (L2) is acquired while the first language is continued to be developed and valued, has been defined as additive bilingualism (Baker & Garcia, 1995). Students who are additively bilingual achieve high levels of competence in both languages Cummins and Swain (1986) mention several factors which contribute to the development of additive bilingualism and affect the impact of bilingualism on cognitive functioning. They stress the importance of the social and economical prestige of both languages at home and in the community. In Hong Kong both English and Chinese play a very important role in communication between English-speaking, global business community and the mainland Chinese-speaking merchants (SCOLAR, 2003). However, due to the ethnic homogenity of the Hong Kong society, Chinese dominates nearly all aspects of life. Consequently, students do not have adequate exposure to English outside schools (Legislative Council Brief, 2009). As a result, there has been a concern in recent years about the inadequate proficiency in spoken English of employees (SCOLAR, 2003). Therefore, there have been several educational campaigns aimed to make language learning more relevant to the daily life of students. It was suggested that teachers at all levels should arouse students’ interest in language subjects and create an environment that provides more opportunities for the use of English. Schools, parents and students should also make use of English tevision and radio programmes as resources for language learning (SCOLAR, 2003). With these measures, English may play a more important role both for individuals and for the whole community. The kind of school programme bilingual children are enrolled in also has a great influence of the development of additive bilingualism and, consequently, the improvement of cognitive skills. There are two different kinds of programs that involve the use of second language as a medium of instruction. In immersion programs, students from the same linguistic and cultural background with no prior knowledge of the second language are placed in a classroom, where L2 is used as a medium of instruction. Submersion programs refer to a situation, when some children, typically from immigrant families, are enrolled in a classroom with local children. Consequently, submersion classes often consist of children with little or no knowledge of a second language as well as its native speakers. While students enrolled in immersion programs tend to exhibit high levels of cognitive functioning, submersion programs are associated with negative impact on negative functioning. In Hong Kong, some secondary school students are enrolled in immersion programs with English as a medium of instruction (EMI). In other secondary schools learning is conducted in Chinese (CMI). This classification has met with a severe criticism from stakeholders who claim that it does not fully meet the needs of individual students (Legislative Council Brief, 2005). Furthermore, this labeling creates pressure on the teachers and students of CMI schools and dampers the students’ motivation to learn English. As a result, students of CMI schools do not develop good English skills, which may affect both their academic and professional lives. Given all these factors as well as the ever-increasing demand for students and workers with good language skills, the Standing Committee on Language Education and Research (SCOLAR) has suggested several language education policies and measures aimed to raise language standards in Hong-Kong. Furthermore, the Curriculum Development Council (CDC) has published documents that provide the overall direction for 9-year basic education and curriculum development in Hong-Kong (CDC, 2004). The survey conducted by SCOLAR concerning teaching and learning of English, Chinese and Putonghua reveals that students are more motivated to learn if they find a subject appropriate in depth and breadth, stimulating to their daily life, motivating and interesting. Thus, there was a shift in the curriculum from a teacher-centered to a learner-centered approach, which takes into account learners’ interests, motivations and needs (SCOLAR, 2003). In terms of Chinese language education, there is a great focus on strengthening the teaching and learning Putonghua at schools. It is very important to provide students with training in Putonghua as well as in simplified Chinese characters to enable them to communicate with the mainland and other regions of China. SCOLAR agreed on developing a Putonghua proficiency assessment for secondary school graduates in order to provide feedback to schools on the effectiveness of their Putonghua programs. Furthermore, it is crucial to promote cultural education; the survey conducted by SCOLAR 2003 revealed that 72% and 61% of students felt motivated to learn Chinese and Putonghua in order to be able to learn about and identify themselves with Chinese culture. Other emphases of the latest curriculum include raising students’ interest in reading and developing diversified learning materials with more extensive use of multi-media resources. Extensive reading is a very beneficial tool for language learning and, thus, should be promoted through story-telling, reading campaigns and awards. The ongoing development and awareness of a native language are crucial factors for developing additive bilingualism. A high level of competence in a native language may enable Chinese students to raise their metalanguage consciousness and become more sensitive to linguistic and perceptional structures in both Chinese and English. When it comes to English language education, the curriculum framework published by CDC aims to consolidate existing good practices as well as search for new ways to provide students with wider access to meaningful and effective language experiences that will enable them to meet the challenges and needs of Hong-Kong society. The objectives of the curriculum framework involve increasing motivation in learning, enhancing the learning and teaching process and, finally, promoting independent and longlife learning. Teachers should motivate students to learn English through the promotion of reading, the use of IT and a diversity of attractive activities. The learning process should be enhanced through greater use of language arts, IT resources and formative assessment as well as promotion of quality learning. Providing students with language development strategies, self-access language learning and project learning may enable them to become more independent and motivated to learn English outside the classroom. Students should participate in activities which involve use of language in authentic environments, such as the community and workplace. It is also important to develop the attitude of respect and tolerance for different cultures as the perceived value and prestige of both languages in the community is an essential factor for developing additive bilingualism. The instruction policies also address the controversial issue of the most adequate medium of instruction (MOI). Secondary schools in Hong Kong are divided into CMI schools, in wchich students learn in their mother tongue, and EMI schools, with English as a medium of instruction. As the local research since the 1970s revealed that students were not proficient in English enough to benefit from English-medium instruction, the Government was encouraging schools to use Chinese as a language of instruction. The use of students’ native language as the MOI was also supported by SCOLAR as it was suggested that students ought to learn content subject through a language that is not itself a barrier in the learning process. However, there was a concern about the reduction in exposure to English among students in CMI schools as lack of good English skills may affect students in their academic and professional lives. Thus, in 2005 the Government accepted the fine-tuning of MOI arrangements for secondary schools to provide all students with motivation and opportunities to learn English. Under the fine-tuning, schools were no more classified as EMI or CMI schools. Each school could adjust its MOI arrangements to the needs and abilities of a particular group, subject or topic. Moreover, in schools where with the majority of subjects and topics were taught in Chinese, the percentage of total lesson time allowed for extension learning activities in English was increased to 25%. Students could choose the subjects they wanted to study in English, which increased their motivation and, thus, enhanced the learning progress. This arrangement facilitated students to progress to second secondary and tertiary levels, where EMI teaching was adopted to a greater extent. Consequently, the fine-tuning of MOI arrangements helped to reduce inequality between CMI and EMI graduates and provide all students with meaningful language experiences, essential for their professional future. The educational policies and reforms adopted by the government have enabled Chinese students to develop their skills in Chinese, English and Putonghua and, thus, become additive bilinguals. Due to the implementation of learner-centered approach, students can become more independent and learn in the way best suited to their abilities and needs. The use of language arts and the development of a respective and positive attitude towards different cultures helps to increase the perceived value and prestige of English in the society. Furthermore, with the adjustment of MOI arrangements to the needs of particular groups, English may become a useful tool rather than a barrier in the learning process. With the common effort of the government, school management, teachers, parents, mass media and language learners themselves, language standards in Hong Kong can be raised to fulfill the needs of both individuals and society. References: Baker, C. & Garcia, O. (1995 ) Policy and pratice in bilingual education: a reader extending The foundations. Clevedon: Multilingual Matters Ltd. Curriculum Development Council (CDC),Committee on English Language Education (2004) English Language Education Key Learning Area Curriculum Guide (Primary 1- Secondary 3). Retrieved from: www.legco.gov.hk on 18 November 2009 Legislative Council Brief (2005) Report on Review of Medium of Instruction for Secondary Schools and Secondary School Places Allocation. Retrieved from: www.legco.gov.hk on 19 November 2009 Legislative Council Brief (2009) Fine-Tuning the Medium of Instruction for Secondary Schools. Retrieved from: www.legco.gov.hk on 18 November 2009 Standing Committee on Language Education and Research (SCOLAR), (2003) Action Plan to Raise Language Standards in Hong-Kong Schools. Retrieved from: www.legco.gov.hk on 19 November 2009 Read More