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  • Students’ and parents’ perceptions of trilingual education in Hong Kong primary schools

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    Accepted Manuscript (AM)
    Author(s)
    Wang, L
    Kirkpatrick, A
    Griffith University Author(s)
    Kirkpatrick, Andy A.
    Year published
    2018
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    Abstract
    After the handover back to Mainland China in 1997, the Hong Kong government adopted a ‘biliterate and trilingual’ policy to help Hongkongers develop an ability to read and write Chinese and English, and to speak and understand Cantonese, English and Putonghua. However, there are no clear government guidelines on how and when the three languages should be introduced and taught in primary schools. Based on a survey of 155 Hong Kong primary schools, it was found that individual schools have adopted their own medium of instruction (MoI) policies, but these policies are decided by the school policymakers, without much consultation ...
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    After the handover back to Mainland China in 1997, the Hong Kong government adopted a ‘biliterate and trilingual’ policy to help Hongkongers develop an ability to read and write Chinese and English, and to speak and understand Cantonese, English and Putonghua. However, there are no clear government guidelines on how and when the three languages should be introduced and taught in primary schools. Based on a survey of 155 Hong Kong primary schools, it was found that individual schools have adopted their own medium of instruction (MoI) policies, but these policies are decided by the school policymakers, without much consultation with the students and their parents. In this study, questionnaire surveys and interviews on students’ and parents’ perceptions of trilingual education were conducted in three case-study primary schools. The research findings suggest that students’ and parents’ views towards the use of different MoIs vary, which will be discussed in the paper in detail. Schools need to take these factors into consideration when developing MoI policies.
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    Journal Title
    International Journal of Multilingualism
    DOI
    https://doi.org/10.1080/14790718.2018.1509980
    Copyright Statement
    © 2018 Taylor & Francis (Routledge). This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Multilingualism on 16 Aug 2018, available online: https://doi.org/10.1080/14790718.2018.1509980
    Note
    This publication has been entered into Griffith Research Online as an Advanced Online Version.
    Subject
    Cognitive and computational psychology
    Linguistics
    Publication URI
    http://hdl.handle.net/10072/383921
    Collection
    • Journal articles

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