NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED451712
Record Type: Non-Journal
Publication Date: 2000-Mar
Pages: 18
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Two Sociological Perspectives on the New Language Policy in Hong Kong.
Cheung, Alan; Mayes, Cliff; Randall, E. Vance
After Britain returned control of Hong Kong to China in July 1997, a new language policy required all schools to switch their teaching medium from English to Chinese in September 1998. Those schools that wanted to continue to teach in English had to obtain special permission. Only 100 of 400 schools successfully obtained such permission. This clash over the language of instruction sparked heated debate in Hong Kong. This paper looks at this new language policy from two major sociological perspectives: structural functionalism and conflict theory. First, from the structuralist-functionalist perspective, it is argued that mother-tongue education (using Chinese) should be promoted in all schools because it can improve students' academic performance and interest. Second, from the conflict theory perspective, it is argued that the decision to allow 100 schools to keep teaching in English would perpetuate social inequality in Hong Kong society. It is concluded, therefore, that all secondary education in Hong Kong should be conducted in Chinese. (Contains 18 references.) (KFT)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong