Methodology

Abstract

This chapter outlines the methodology adopted in this study. It describes the pilot study which was conducted and then goes on to describe the ways in which the schools and key stakeholders of the major part of the study were surveyed and how three cases studies in specific schools were undertaken.

Appendices

Appendices

3.1.1 Appendix 1

A Case Study of Trilingual Education in a Hong Kong Primary School

HKIEd IRG Project (2010–2011)

Interview with the School Principal

• 1) Is trilingual education one of the School Missions? Why? (Mission from where? Government policy? Personal aim?)

• 2) How is the trilingual education model structured? (When to start using English as MOI in what subjects? When to start using Putonghua as MOI for Chinese class? What is the role of Cantonese in classes in which English or Putonghua is used as the MOI, and vice versa? What are the rationales behind?)

• 3) How many class hours are devoted to each of the three languages? What variations exist across different grades? What are the reasons for the variations?

• 4) Why has P4 been chosen as the starting point for teaching Chinese in Putonghua? Are there any noticed advantages of using Putonghua as MOI? Is any specific preparation needed for the students?

• 5) What kinds of qualifications do teachers need to have to teach subjects using English or Putonghua? (e.g. Types of degrees, English proficiency test results, Putonghua proficiency test results, etc.)

• 6) What kinds of changes have been made to implement trilingual education?

  e.g. change of administrative procedures?

  • change of school curriculum

  • change of class schedule

  • change of teaching materials (textbook etc.)

  • change of assessment (methods, exam content, standardised exit language tests, etc.)

• 7) Any difficulties met in the process?

• 8) What are the implications of trilingual education in the school? What is your overall evaluation of the effectiveness of this model? What do you think about students’ language proficiency level when they graduate? Any language proficiency benchmark tests before graduation?

3.1.2 Appendix 2

3.1.3 Appendix 3

3.1.4 Appendix 4

A Case Study of Trilingual Education in a Hong Kong Primary School

UGC GRF Project (2014–2015)

Interviews with English Panel and one English Language subject teacher teaching english using english

• 1) Is English the only language used in class (by both teacher and students) in English Language lessons? Do students code-switch between English and Cantonese or co-languaging in class? What is your view on code-switching/co-languaging? Do you find it harmful or helpful to students’ English language learning?

• 2) What teaching materials do you use in class? Are they different from those used in other schools? If yes, what are the differences?

• 3) What kind of assessment strategies do you use? Are there benchmark English tests?

• 4) What is your opinion on using Cantonese as the major language for communication in the school?

• 5) What do you think of your students’ English language proficiency?

• 6) How confident are students in your school in achieving good language proficiency level in English after completing primary education?

• 7) Is it appropriate for your school to use English to teach other subjects? What is your view?

• 8) Do you collaborate with other subject teachers in order to improve students’ English proficiency? If yes, how?

A Case Study of Trilingual Education in a Hong Kong Primary School

三語教育在香港小學實施情況的個案研究

UGC GRF Project (2014–2015)

Interviews with Chinese Language subject Panel and /or one Chinese Language subject teacher teaching the Chinese Language subject using Putonghua

• 1) What is your view on using Putonghua to teach the Chinese Language subject? What are the advantages of using Putonghua to teach the subject? Is there any specific preparation need for the students and teachers? 您是怎麼理解用普通話教中文這種教學模式的?用普通話教中文有哪些優勢?學生和老師需要對普教中做特別準備嗎?

• 2) Are there any difficulties/problems using Putonghua to teach the Chinese Language subject? What are they? 您在用普通話教中文的時候會否遇到困難或問題?具體有哪些困難和問題?

• 3) What teaching materials do you use in class? Are they different from those used in Chinese languge lessons taught in Cantonese? 您在授課的時候採用什麼教材?那些教材是否與用粵語教授中文的教材不同?

• 4) Is Cantonese allowed in the class? What is your view on the role of Cantonese in your class, and in the school as a whole? 在您的中文課上可以使用粵語嗎?粵語在您課堂上扮演什麼樣的角色?在整個學校粵語又扮演著什麼樣的角色?

• 5) What kinds of assessment strategies do you use? Are they different because of using Putonghua rather than Cantonese as the Medium of Instruction (MOI)? 您用哪些評估策略來評價中文教學效果? 評估策略是否會因為用普通話而不是粵語作為教學語言(MOI)而有所不同呢?

• 6) What is your view on using Cantonese as the major language for communication in the school? 您對學校採用廣東話作為校內的主要交流語言有甚麼看法?

• 7) What do you think of your students’ Chinese language proficiency? Has the use of Putonghua as the MOI made a positive impact on the enhancement of students’ language proficiency? In what ways? 您覺得您的學生中文水準如何?用普通話作為教學語言(MOI)是否對學生產生了積極的影響並提高了學生們的中文水準?具體體現在那些方面?

• 8) How confident are students in your school in achieving good language proficiency level in written Chinese and Putonghua after completing primary education? 您的學生是否很有信心在小學畢業時書面中文及普通話將達到較高的水準?

• 9) Do you collaborate with different subject teachers using Putonghua as MOI in order to improve students’ proficiency in Putonghua? If yes, how? 您有沒有和其他採用普通話為教學語言的科目老師合作以提高學生普通話的水準?如有, 是採取甚麼措施?

A Case Study of Trilingual Education in a Hong Kong Primary School

三語教育在香港小學實施情況的個案研究

UGC GRF Project (2014–2015)

Interviews with Chinese Language subject Panel and / or one Chinese Language subject teacher teaching the Chinese Language subject using Cantonese

• 1) What is your view on using Cantonese to teach the Chinese Language subject? What are the advantages of using Cantonese to teach the subject?

  您是怎麼理解用粵語教中文這種教學模式的?用粵語教中文有哪些優勢?

• 2) Are there any difficulties/problems using Cantonese to teach the Chinese Language subject? What are they?

  您在用粵語教中文的時候會不會遇到困難或問題?具體有哪些困難和問題?

• 3) What teaching materials do you use in class? Are they different from those used in Chinese Language lessons taught in Putonghua?

  您在授課的時候採用什麼教材?那些教材是否與用普通話教授中文的教材不同?

• 4) Is Putonghua allowed in the class? What is your view on the role of Putonghua in your class. What role do you think Cantonese should play in the school as a whole?

  在您的中文課上可以使用普通話嗎?普通話在您課堂上扮演什麼樣的角色?您認為在整個學校粵語應該扮演什麼樣的角色?

• 5) What kinds of assessment strategies do you use? Are they different because of using Cantonese other than Putonghua as the Medium of Instruction (MOI)?

  您用哪些評估策略來評價中文教學效果? 評估策略是否會因為用粵語而不是普通話作為教學語言(MOI)而有所不同呢?

• 6) What is your view on using Cantonese as the major language for communication in the school?

  您對學校採用廣東話作為校內的主要交流語言有甚麼看法?

• 7) What do you think of your students’ Chinese language proficiency? Has the use of Cantonese as the MOI made a positive impact on the enhancement of students’ language proficiency? In what ways?

  您覺得您的學生中文水準如何?用粵語作為教學語言(MOI)是否對學生產生了積極的影響並提高了學生們的中文水準?具體體現在那些方面?

• 8) How confident are students in your school in achieving good language proficiency level in written Chinese and Cantonese after completing primary education?

  您的學生是否很有信心在小學畢業時書面中文及廣東話將達到較高的水準?

• 9) Do you collaborate with different subject teachers using Cantonese as MOI in order to improve students’ proficiency in Chinese? If yes, how?

  您有沒有和其他採用廣東話為教學語言的科目老師合作以提高學生中文的水 準?如有, 是採取甚麼措施?

A Case Study of Trilingual Education in a Hong Kong Primary School

三語教育在香港小學實施情況的個案研究

UGC GRF Project (2014–2015)

Interviews with Putonghua subject Panel and one Putonghua subject teacher teaching Putonghua subject using Putonghua

• 1) What is your view on the role of Putonghua and Cantonese in the school? Should Putonghua be used more in subject teaching over Cantonese? Why or why not?

  您是如何看待普通話和粵語在學校教學中的作用? 在各科教學中是否應該更多採用普通話而不是粵語教學?為什麼?

• 2) What is your view on using Putonghua to teach the Chinese Language subject? What are the advantages of using Putonghua to teach the Chinese Language subject?

  您對用普通話教中文科目持怎樣的態度?您覺得用普通話教中文有優勢嗎?有哪些優勢?

• 3) Is Cantonese allowed in your class? What is your view on the role of Cantonese in your class?

  在您的普通話課上可以使用粵語嗎?您覺得粵語在的您課堂上能發揮什麼作用?

• 4) What do you think of your students’ Putonghua proficiency? Has the use of Putonghua as the MOI of Chinese Language lessons made a positive impact on the enhancement of students’ Putonghua proficiency? Has students’ Cantonese proficiency suffered because of this?

  您覺得您的學生普通話水準如何?在中文科用普通話作為教學語言(MOI)是否對學生產生了積極的影響並提高了學生的普通話水準?學生的粵語水準是否因為普通話教學而受到負面影響?

• 5) How confident are students in your school in achieving good language proficiency level in Putonghua after completing primary education?

  您的學生是否很有信心在小學畢業時普通話將達到較高的水準?

• 6) What is your view on using Cantonese as the major language for communication in the school?

  您對學校採用廣東話作為校內的主要交流語言有甚麼看法?

• 7) Do you collaborate with different subject teachers using Putonghua as MOI in order to improve students’ proficiency in Putonghua? If yes, how?

  您有沒有和其他採用普通話為教學語言的科目老師合作以提高學生普通話的水準?如有, 是採取甚麼措施?

A Case Study of Trilingual Education in a Hong Kong Primary School

三語教育在香港小學實施情況的個案研究

UGC GRF Project (2014–2015)

Interviews with Mathematics Panel

• 1) What is your view on using Cantonese as the major language for communication in the school?

  您對學校採用廣東話作為校內的主要交流語言有甚麼看法?

• 2) Is Cantonese the only language used in your class (by both teacher and students)? Do students use English or Putonghua sometimes? If yes, what is your view on code-switching/co-languaging?

  粵語是否是您課堂上使用的唯一語言(學生和老師雙方都使用粵語)?學生有時候會不會用英文或者普通話?如果是, 您對這種交替使用不同語言的態度有甚麼看法?

• 3) Does English appear in your teaching materials? If yes, what are the reasons? Is it necessary?

  您的教學資料中會否出現英文?如果是, 您覺得為什麼會有英文?有這個必要嗎?

• 4) What do you think of your students’ Cantonese proficiency? Are the students Having difficulty following this subject because of low Cantonese proficiency? If yes, how do you help them?

  您覺得您學生的粵語水準怎樣?有沒有同學因為粵語水準有限而影響到學習的進度?如果有這種情況, 您是怎麼幫助他們解決困難的?

• 5) What is your view on using Cantonese as the main MOI in the school in most subjects? Do you think this is good, or do you think Mathematics and more subjects should be taught in English/Putonghua, or use Cantonese mainly, supplemented by English/Putonghua? Why?

  您是怎麼看待貴校以粵語為主要教學語言教授大部分科目這個現象?您覺得這很好, 還是希望數學科或更多的科目將來都用英語或者普通話教授、或以廣東話為主, 輔以英文/普通話?為什麼?

A Case Study of Trilingual Education in a Hong Kong Primary School

三語教育在香港小學實施情況的個案研究

UGC GRF Project (2014–2015)

Interviews with General Studies Panel

• 1) What is your view on using Cantonese as the major language for communication in the school?

  您對學校採用廣東話作為校內的主要交流語言有甚麼看法?

• 2) Is Cantonese the only language used in your class (by both teacher and students)? Do students use English or Putonghua sometimes? If yes, what is your view on code-switching/co-languaging?

  粵語是否是您課堂上使用的唯一語言(學生和老師雙方都使用粵語)?學生有時候會不會用英文或者普通話?如果是, 您對這種交替使用不同語言的態度有甚麼看法?

• 3) Does English appear in your teaching materials? If yes, what are the reasons? Is it necessary?

  您的教學資料中會否出現英文?如果是, 您覺得為什麼會有英文?有這個必 要嗎?

• 4) What do you think of your students’ Cantonese proficiency? Are the students having difficulty following this subject because of low Cantonese proficiency? If yes, how do you help them?

  您覺得您學生的粵語水準怎樣?有沒有同學因為粵語水準有限而影響到學習的進度?如果有這種情況, 您是怎麼幫助他們解決困難的?

• 5) What is your view on using Cantonese as the main MOI in the school in most subjects? Do you think this is good, or do you think General Studies and more subjects should be taught in English/Putonghua, or use Cantonese mainly, supplemented by English/Putonghua? Why?

  您是怎麼看待貴校以粵語為主要教學語言教授大部分科目這個現象?您覺得這很好, 還是希望常識科或更多的科目將來都用英語或者普通話教授, 或以廣東話為主, 輔以英文/普通話?為什麼?

A Case Study of Trilingual Education in a Hong Kong Primary School

三語教育在香港小學實施情況的個案研究

UGC GRF Project (2014–2015)

Interviews with Visual Arts Panel

• 1) What is your view on using Cantonese as the major language for communication in the school?

  您對學校採用廣東話作為校內的主要交流語言有甚麼看法?

• 2) Is Cantonese the only language used in your class (by both teacher and students)? Do students use English or Putonghua sometimes? If yes, what is your view on code-switching/co-languaging?

  粵語是否是您課堂上使用的唯一語言(學生和老師雙方都使用粵語)?學生有時候會不會用英文或者普通話?如果是, 您對這種交替使用不同語言的態度有甚麼看法?

• 3) Does English appear in your teaching materials? If yes, what are the reasons? Is it necessary?

  您的教學資料中會否出現英文?如果是, 您覺得為什麼會有英文?有這個必 要嗎?

• 4) What do you think of your students’ Cantonese proficiency? Are the students having difficulty following this subject because of low Cantonese proficiency? If yes, how do you help them?

  您覺得您學生的粵語水準怎樣?有沒有同學因為粵語水準有限而影響到學習的進度?如果有這種情況, 您是怎麼幫助他們解決困難的?

• 5) What is your view on using Cantonese as the main MOI in the school in most subjects? Do you think this is good, or do you think Visual Arts and more subjects should be taught in English/Putonghua, or use Cantonese mainly, supplemented by English/Putonghua? Why? 您是怎麼看待貴校以粵語為主要教學語言教授大部分科目這個現象?您覺得這很好,還是希望視藝科或更多的科目將來都用英語或者普通話教授, 或以廣東話為主,輔以英文/普通話?為什麼?

A Case Study of Trilingual Education in a Hong Kong Primary School

三語教育在香港小學實施情況的個案研究

UGC GRF Project (2014–2015)

Interviews with Music Panel

• 1) What is your view on using Cantonese as the major language for communication in the school?

  對學校採用廣東話作為校內的主要交流語言有甚麼看法?

• 2) Is Cantonese the only language used in your class (by both teacher and students)? Do students use English or Putonghua sometimes? If yes, what is your view on code-switching/co-languaging?

  粵語是否是您課堂上使用的唯一語言(學生和老師雙方都使用粵語)?學生有時候會不會用英文或者普通話?如果是, 您對這種交替使用不同語言的態度有甚麼看法?

• 3) Does English appear in your teaching materials? If yes, what are the reasons? Is it necessary?

  您的教學資料中會否出現英文?如果是, 您覺得為什麼會有英文?有這個必要嗎?

• 4) What do you think of your students’ Cantonese proficiency? Are the students having difficulty following this subject because of low Cantonese proficiency? If yes, how do you help them?

  您覺得您學生的粵語水準怎樣?有沒有同學因為粵語水準有限而影響到學習的進度?如果有這種情況, 您是怎麼幫助他們解決困難的?

• 5) What is your view on using Cantonese as the main MOI in the school in most subjects? Do you think this is good, or do you think Music and more subjects should be taught in English/Putonghua, or use Cantonese mainly, supplemented by English/Putonghua? Why?

  您是怎麼看待貴校以粵語為主要教學語言教授大部分科目這個現象?您覺得這很好,還是希望音樂科或更多的科目將來都用英語或者普通話教授、或以廣東話為主,輔以英文/普通話?為什麼?

A Case Study of Trilingual Education in a Hong Kong Primary School

三語教育在香港小學實施情況的個案研究

UGC GRF Project (2014–2015)

Interviews with PE Panel

• 1) What is your view on using Cantonese as the major language for communication in the school?

  您對學校採用廣東話作為校內的主要交流語言有甚麼看法?

• 2) Is Cantonese the only language used in your class (by both teacher and students)? Do students use English or Putonghua sometimes? If yes, what is your view on code-switching/co-languaging?

  粵語是否是您課堂上使用的唯一語言(學生和老師雙方都使用粵語)?學生有時候會不會用英文或者普通話?如果是, 您對這種交替使用不同語言的態度有甚麼看法?

• 3) Does English appear in your teaching materials? If yes, what are the reasons? Is it necessary?

  您的教學資料中會否出現英文?如果是, 您覺得為什麼會有英文?有這個必 要嗎?

• 4) What do you think of your students’ Cantonese proficiency? Are the students having difficulty following this subject because of low Cantonese proficiency? If yes, how do you help them?

  您覺得您學生的粵語水準怎樣?有沒有同學因為粵語水準有限而影響到學習的進度?如果有這種情況, 您是怎麼幫助他們解決困難的?

• 5) What is your view on using Cantonese as the main MOI in the school in most subjects? Do you think this is good, or do you think PE and more subjects should be taught in English/Putonghua, or use Cantonese mainly, supplemented by English/Putonghua? Why?

  您是怎麼看待貴校以粵語為主要教學語言教授大部分科目這個現象?您覺得這很好, 還是希望體育科或更多的科目將來都用英語或者普通話教授、或以廣東話為主, 輔以英文/普通話?為什麼?

A Case Study of Trilingual Education in a Hong Kong Primary School

三語教育在香港小學實施情況的個案研究

UGC GRF Project (2014–2015)

Interviews with Computer/IT Panel

• 1) What is your view on using Cantonese as the major language for communication in the school?

  您對學校採用廣東話作為校內的主要交流語言有甚麼看法?

• 2) Is Cantonese the only language used in your class (by both teacher and students)? Do students use English or Putonghua sometimes? If yes, what is your view on code-switching/co-languaging?

  粵語是否是您課堂上使用的唯一語言(學生和老師雙方都使用粵語)?學生有時候會不會用英文或者普通話?如果是, 您對這種交替使用不同語言的態度有甚麼看法?

• 3) Does English appear in your teaching materials? If yes, what are the reasons? Is it necessary?

  您的教學資料中會否出現英文?如果是, 您覺得為什麼會有英文?有這個必 要嗎?

• 4) What do you think of your students’ Cantonese proficiency? Are the students having difficulty following this subject because of low Cantonese proficiency? If yes, how do you help them?

  您覺得您學生的粵語水準怎樣?有沒有同學因為粵語水準有限而影響到學習的進度?如果有這種情況, 您是怎麼幫助他們解決困難的?

• 5) What is your view on using Cantonese as the main MOI in the school in most subjects? Do you think this is good, or do you think Computer/IT and more subjects should be taught in English/Putonghua, or use Cantonese mainly, supplemented by English/Putonghua? Why?

  您是怎麼看待貴校以粵語為主要教學語言教授大部分科目這個現象?您覺得這很好,還是希望電腦科或更多的科目將來都用英語或者普通話教授、或以廣東話為主, 輔以英文/普通話?為什麼?

3.1.5 Appendix 5

A Case Study of Trilingual Education in a Hong Kong Primary School

三語教育在香港小學實施情況的個案研究

UGC GRF Project (2014–2015)

Interviews with Students’ Parents

• 1) What is your understanding of the trilingual education policy? What do you think the goal of the trilingual education policy is?

  您是怎麼理解三語教學政策?三語教學的目的是什麼?

• 2) What is your opinion on trilingual education? Was the trilingual education model an attractive feature when you chose the XXXX School for your child?

  您對三語教學的態度如何?三語教學這一模式是不是吸引您當初為您的孩子選擇XXXX學校的原因之一?

• 3) What is your view on using both English and Cantonese as the major language for communication in the school? How about using Putonghua?

  您對學校採用英語及廣東話作為校內的主要交流語言有甚麼看法?採用普通 話又如何?

• 4) What is your view on using Putonghua as the MoI in teaching the Chinese language subject? What are the advantages and disadvantages of using PMI in teaching the Chinese language subject?

  您對學校採用普通話作為教授中文科的教學語言有什麼看法?採用普通話教 授中文科有什麼好處和弊端?

• 5) What kind of progress has your child made after entering XXXX School regarding language development? Do you think they have benefitted from the trilingual model? To what extent? (Fluency of English, Cantonese and Putonghua, and reading and writing ability in English and Chinese.)

  您的孩子在入讀XXXX學校後在語言方面有哪些進步?您覺得您孩子是否可以從XXXX學校三語教學模式中受益呢?受益程度如何? (英語, 普通話和粵語流利程度?英語和中文的閱讀和寫作能力如何?)

• 6) Is Cantonese the mother tongue of your child? What role do you think Cantonese should play in the school and in the classroom? Are you happy with the current arrangement of the school regarding the three languages used in the classroom (teaching the Chinese Language subject in Putonghua, teaching the English subject in English, teaching other subjects in both English and Cantonese)? Do you want to see any changes? What kind of changes?

  粵語是您孩子的母語麼?您覺得粵語在學校和課堂上應該扮演怎樣的角色?您對XXXX學校當前對三語教學的安排滿意麼? [採用普通話教授中文科,用英語教授英文科、用英語及廣東話教授其他科目] 您是否希望看到一些改變?希望是什麼樣的改變?

• 7) How confident is your child in achieving good language proficiency level in the three languages after completing primary education?

  您的孩子是否很有信心在小學畢業時兩文三語將達到較高的水準?

• 8) Do you think English/Putonghua can be used in teaching other subjects in your school? If yes, what subjects, and why?

  您認為貴校可以採用英文/普通話教授其他科目嗎?如果可以, 會是哪些科目,為什麼?

• 9) Do you think the three languages should be used as media of instruction, but the ratio of each should alter as students make progress through primary education, with the emphasis on Cantonese in the early years? 您是否認為三種語言都可作為教學語言,但每種語言的比例可按照年級的遞增作出改變, 而在初小時應以廣東話為主?

3.1.6 Appendix 6

A Case Study of Trilingual Education in a Hong Kong Primary School

UGC GRF Project (2014–2015)

3.1.7 Appendix 7