The book is an in-depth and comprehensive analysis of the case of language in education reform and language policy controversies of Hong Kong over the initial two decades after 1997. It is a scholarly monograph of conscientious educators and researchers who have been active during the education reform, collaborating with different parties on school development and classroom teaching experiments. This book provides a multiple-perspective investigation into the education and language matters. Besides socio-political perspectives, this book also emphasizes the frontline educational and practical perspectives. The book explores the benefits and effective methods of mother-tongue and multi-lingual teaching that have emerged in the period.  Based on the problematic experience of language purism and bifurcation in the reform, the book argues for an inclusive multilingual education policy with mother-tongue as the core. This book provides potential solutions and good practices to tackle the complex issues brought about by medium of instruction policy reforms in post-colonial times.

Controversies in Medium of Instruction Reform: The Experience of Hong Kong

Authors: Shek Kam Tse, Wing Wah Ki, Mark Shiu Kee Shum

Publisher: Springer, Singapore

Publication Year: 2021

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	Argues for multiple perspectives to education and language matters
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	Provides an in-depth and multi-level analysis of the reform and language policy controversies of Hong Kong
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	Develop useful realist concepts on macro and micro issues in education and language policies
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Please click this link for more details or to download: <a href="https://link.springer.com/book/10.1007/978-981-16-5784-9#about-this-book">Controversies in Medium of Instruction Reform | SpringerLink</a>

Front Matter Pages (i-xv)

Introduction (Pages 1-39)

Languages Used in Hong Kong (Pages 41-53)

Medium of Instruction Policy: Historical Background and the 1998 Reform (Pages 55-80)

Transitional Issues in the Implementation of New MOI Policy (Pages 81-113)

Collaborative Support and Facilitation of Change in the Reform (Pages 115-147)

Interlanguage and Subject-Specific Genres (Pages 149-182)

Multiple-Case Study at the School Level (Pages 183-211)

Evidence of Success of the MOI Reform(Pages 213-241)

Review and “Fine-Tuning” of the MOI Reform Policy (Pages 243-278)

Conclusion (Pages 279-324)