[lg policy] Hong Kong: New approach needed to help kids develop strong language skills

[Harold Schiffman]

 New approach needed to help kids develop strong language skills

Previously, we mentioned that the Hong Kong government was seeking to
nurture “bi-literate and tri-lingual” citizens by immersing students in an
English-rich environment in school settings.

Such route can be described as a “late immersion” approach.

For instance, English-capable primary school graduates would be allocated
to secondary schools using English as the medium of instruction (EMI).

Meanwhile, Mandarin is a required subject from the start of junior primary
(Primary 1) until the end of junior secondary (Form 3).

However, as for preschool education, the Education Bureau has yet to issue
any detailed official curriculum guidelines on both languages. As a result,
the quantity and quality of English and Mandarin inputs depend on parents’
choices of nurseries and kindergartens.

In general, preschool English would start from ABC and simple everyday
words. Meanwhile, there has been a huge discrepancy in Mandarin teaching,
ranging from introducing no Mandarin to teaching it as a regular school
subject.

According to many results from studies from psycholinguistics and
neuroscience, there are internal and external factors affecting
individuals’ second language acquisition, among which age is an
indispensable factor.

Irrespective of acquisition of the mother tongue, second language or
foreign language, preschoolers aged between four and six and junior primary
pupils aged between six and eight are identified as better languages
learners than adults, as they are more able to readily pick up and
internalize what they have learned into their own language system.

In other words, the greater the age to enter the learning of second or
foreign language, the lower would be the learning effectiveness, it has
been noted.

The government’s promotion of “bi-literate and tri-lingual” has been
difficult since the bureau has left out the golden learning period:
preschool education.

It is the prime period for individuals’ brain development, whole person
development and language development. As mentioned, it is yet to be a part
of the standard curriculum.

That said, the government has been getting half the result with twice the
effort.

In fact, individuals also suffer by this curriculum design of “late
immersion”.

For most local university students who are native Cantonese speakers, if
their English foundation is weak, it is unlikely to do anything that can
possibly boost their level of proficiency profoundly within only three or
four years.

It is found that the acquisition and development of languages by pupils
aged between four and eight (from kindergarten and Key Stage 1) is better
than that of secondary and tertiary students.

In other words, when children aged between four and eight are subject to
quality language inputs, they are more likely to succeed as competent
speakers of English and Mandarin.

In conclusion, we would urge the Education Bureau to conduct a
comprehensive review on language policy for every key stage and formulate
policy with consideration beginning from pre-primary education, instead of
depending on “late immersion” approach.

*Leung Wai-mun, Director of Chinese Language Center (CLC) and Assistant
Professor at the Hong Kong Polytechnic University, is the co-author of this
article that appeared in the Hong Kong Economic Journal on Feb. 10.*

http://www.ejinsight.com/20170217-new-approach-needed-to-help-kids-develop-strong-language-skills/

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