香港微調中學教學語言政策之研究

A Study on the Policy of the Fine-tuning of Instruction for Secondary School in Hong Kong

金慧霞(Hui-Hsia Chin)

指導教授 ： 陳怡如

國立暨南國際大學/教育學院/國際文教與比較教育學系/碩士(2011年)

https://doi.org/10.6837/NCNU.2011.00186

摘要

香港於2010 年9 月，自初中一年級起實施「微調中學教學語言政策」，這個政策的目的是為了讓初中階段的學生能有更多的機會接觸英語，藉此提升學生的英語能力，並期能達到培養學生「兩文(中文及英文)三語(粵語、英語及普通話)」及「母語教學、中英兼擅」的目標。學校可以根據學生的學習能力與興趣、教師的英語教學能力以及學校的支援措施，彈性地自決校本的教學語言安排。本文的研究目的為瞭解香港中學教學語言政策發展的背景與歷程、探討香港微調中學教學語言政策之內容、實施的現況及問題。研究方法分別為內容分析法、半結構性訪談進行校長、行政人員、教師及學生的訪談，以及學生問卷調查。研究結果發現：一、「中英兼擅」的目標因為過於理想化而形同口號；二、班級以及學生之間產生了標籤效應；三、以英語教授非語文科目導致教學內容淺化、師生的互動與溝通減少；四、微調政策加重學校行政人員與教師的工作負擔；五、ELA 25%的上限時數難以計算；六、學校教學語言的安排過度偏重招生考量。針對研究的結果，研究者建議如下：一、香港的教學語言政策應正視語言現實的問題，重新考慮以母語為主要教學語言，英語為輔；二、學校宜由學生英語能力的分流改為學科分流；三、提升學生英語能力的根本之道是改善英語教學的品質與效能；四、期盼政府能在重英輕中的社會環境中致力於平衡雙語的發展，締造雙贏的局面。

關鍵字

香港 ； 微調 ； 教學語言

並列摘要

Hong Kong’s policy of fine-tuning the medium of instruction (MOI) for secondary schools has been implemented with effect since September 2010, which aims to improve secondary school students’ English ability by enhancing their exposure to English; to nurture students to be “bi-literate (Chinese & English) and tri-lingual (Cantonese &English & Putonghua)”; and eventually to achieve the policy goal of “upholding mother-tongue teaching while enhancing students’ proficiency in both Chinese and English”. Schools are given flexibility in deciding on their MOI arrangements based on students’ learning ability and interest, teachers’ capability to teach through English, and schools’ support measures. The purpose of this study is to explore the background and developing process of Hong Kong’s MOI policy for secondary schools, and to discuss the content, implementation and problems of the fine-tuning of MOI. The research methods adopted include content analysis, semi-structured interviews for principals, administrative staff, teachers and students, as well as questionnaires for students.

The results of the study indicate the following problems: 1. The goal of “enhancing students’ proficiency in both Chinese and English”, is too ideal to achieve. 2. Classes and students are labeled as a result of different MOI arrangements within one school. 3. Curriculum becomes shallow due to the adoption of English as MOI in non-language subjects; interaction and communication between teachers and students also decrease. 4. School staff’s work-load increases. 5. The regulation of maximum 25% of English as MOI in Extended Learning Activities (ELA) is difficult to monitor. 6. The concern for student recruitment greatly affects schools’ decisions on MOI arrangements. In conclusion, the author suggests that: 1. the matter of linguistic reality be taken seriously regarding the MOI arrangements in Hong Kong, and mother tongue is recommended to be the major medium of instruction, with English as a supplement; 2. MOI arrangements should be decided according to subjects instead of students’ English ability; 3. the fundamental way to enhance students’ English proficiency is to improve the quality and effect of English teaching; 4. and it is hoped that the Hong Kong government should devote more efforts to balancing the development of both languages.

並列關鍵字

Hong Kong ； fine-tuning ； medium of instruction

參考文獻

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