Fine-Tuning Medium-of-Instruction Policy in Hong Kong: Acquisition of Language and Content-Based
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Facing a dramatic decline in English standards over the past decade, the Hong Kong Government introduced the ‘Fine-tuning Medium of Instruction (MOI) policy’ in 2010 to address the grievances arising from different sectors in the community. Integrating content and language has become popular in second/foreign language teaching in recent years. The main objective of the fine-tuning MOI policy is to raise students’ English proficiency with a view to enhancing their competitiveness for further education and work in the era of globalization. Under this new policy, students can choose to learn through English upon meeting certain language criteria while schools are given more autonomy to offer English-medium classes. One aim of the present study is to explore the impact of the ‘fine-tuning’ policy on how language and content-based subject knowledge are acquired as well as strategies employed by teachers and students to facilitate their teaching and learning in the second language environment. A qualitative research methodsemistructured interviews of some teachers and studentsis employed to collect data from two schools. The main finding is that while agreeing that their English proficiency could be enhanced through learning content-based subjects in English, students admitted encountering difficulties in the process.
Abstract
Facing a dramatic decline in English standards over the past decade, the Hong Kong Government introduced the ‘Fine-tuning Medium of Instruction (MOI) policy’ in 2010 to address the grievances arising from different sectors in the community. Integrating content and language has become popular in second/foreign language teaching in recent years. The main objective of the fine-tuning MOI policy is to raise students’ English proficiency with a view to enhancing their competitiveness for further education and work in the era of globalization. Under this new policy, students can choose to learn through English upon meeting certain language criteria while schools are given more autonomy to offer English-medium classes. One aim of the present study is to explore the impact of the ‘fine-tuning’ policy on how language and content-based subject knowledge are acquired as well as strategies employed by teachers and students to facilitate their teaching and learning in the second language environment. A qualitative research methodsemistructured interviews of some teachers and studentsis employed to collect data from two schools. The main finding is that while agreeing that their English proficiency could be enhanced through learning content-based subjects in English, students admitted encountering difficulties in the process.
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