Implementing Hong Kong English into Hong Kong language curriculum

Abstract

Recognising the autonomy of Hong Kong English, which has become increasingly controversial in linguistic research, requires Hong Kong people to develop a sense of local identity within the English Language and to recognise its linguistic distinctiveness. Since local English Language teachers are believed to play a crucial role in the process, the study in this thesis examines these teachers’ perceptions towards the issues of Hong Kong English and seeks potentials for implementing Hong Kong English into the language curriculum as a way to increase its local recognition. The results of the study reflect that Hong Kong English might be usefully implemented into the curriculum in two directions: as a module or unit within the syllabus for students who are more capable at learning English to increase their exposure and knowledge of different varieties of English; and as the medium of instruction in classrooms within the Extended Language Activity time for students who are less capable at learning English to relate their L1 Cantonese/Chinese to L2 English and arouse their interest in English. Supplementing other possible measures, producing a considerable amount of research studies about Hong Kong English is considered as the prerequisite for Hong Kong English’s implementation into the language curriculum and recognition of its autonomy.