1 The First Hong Kong School Principals’ Conference 2004 Language Policy and Motivation in English Language Learning Anita Poon Department of Education Studies Hong Kong Baptist University

2 Outline I. Introduction II. Language policy since ECR 1 III. Impact of language policy on motivation in English language learning IV. Proposal on enhancing motivation in English language learning V. Conclusion

3 Introduction Defining language policy (LPo):  LP = LPo = LEPo = MoI policy?  Poon’s Model of Hierarchical Order of LP and LPo  Poon’s four types of LPo Poon, A.Y.K. (2000). Medium of instruction in Hong Kong: Policy and practice. Lanham, Maryland: University Press of America

4 LPo since ECR1 (1984) A. MoI policy B. Language enhancement policy C. Biliterate trilingual policy

5 A. MoI policy  Prior to Sept 1994: laissez-faire policy  Sept Aug 1998: streaming policy  Since Sept 1998: compulsory CMI policy

6 B. Language enhancement policy: School sector  Expatriate English lecturers for Colleges of Education and ILE (ECR1)  Additional resources to strengthen English teaching for CMI schools (ECR1)  Split class teaching for English (ECR1)  Loop system (English syllabus 1983)  EET pilot scheme ( ) and EET scheme (started in 1991)  Languages in Education Research and Development Unit established in ILE (ECR4)

7 B. Language enhancement policy: School sector (cont.)  Production of more TV and video English programmes (ECR4)  Establishment of SCOLAR (ECR6)  QEF (1998)  Basic competencies in English language (CDI, 2002) and BCA (will start in 2004)  Teacher training and qualifications: Language benchmark test (2000), English Immersion Programme (2001)

8 B. Language enhancement policy: Tertiary sector  English Enhancement Programmes (started in early 1990s)  Establishment of English Self-Access Centres in universities (in early 1990s)  Exit Test (started in 2003)

9 C. Biliterate trilingual policy  Announced in 1997 (Policy Address, 1997)  Initially no framework, only ad hoc measures to improve three languages and enhance language environment, e.g. English in the Air, NET, English Benchmark Test, English Immersion Programme, PTH radio station, PTH as a compulsory subject

10 C. Biliterate trilingual policy (cont.) SCOLAR’s Action Plan (2003): paradigmatic shift  Provides a framework for implementing the biliterate trilingual policy  The framework covers a person’s language learning experience from kindergarten to working  The employer’s perspective  Broadening scope from LEPo to LPo  Possible extension to LP: e.g. standardization of the structure and pronunciation of Chinese as used in Hong Kong, to adhere to the national standard in modern Chinese writing

11 Impact of language policy on motivation in English language learning  SCOLAR’s survey on students’ attitude and motivation for language learning in March 2002 – ‘strong’ or ‘very strong’ motivation (SCOLAR, 2003): Students’ Parents’ Teachers’ self-perception perception perception Chinese 47% 35% 11% English 44% 26% 8% Putonghua 25% 20% N/A* (*Only Chinese and English language teachers were surveyed.)

12 Impact of language policy on motivation in English language learning (cont.)  Passing rates of HKCEE: (Grade E or above) (Grade E or above) Chinese 68.0% 64.0% English (Syl B) 68.0% 63.6% Maths 76.5% 74.6%

13 Impact of language policy on motivation in English language learning (cont.) Analysis:  Billions of dollars have been invested in English language enhancement as a result of language policies stipulated in the last two decades and yet students’ motivation to learn English is low  Myriads of factors contributing to students’ poor motivation: LPo is only one of them  Adverse effect of CMI policy on students’ motivation to learn English : principals and teachers’ view

14 Impact of language policy on motivation in English language learning (cont.) Research findings in MoI:  CMI limits students’ exposure to English: Chan’s large-scale study on MoI (1997)  Declining English standards due to change of MoI: The Malaysian experience - Ozog (1993); Kuppussamy (2002) The Philippines experience – Gonzalez, (1993, 1998)

15 Proposal on enhancing English motivation in English language learning  Different levels of tackling the issue: the governmental policy level, the classroom instruction level, the family support level, the language environment and demand level

16 Proposal on enhancing English motivation in English language learning (cont.) The governmental policy level:  Small class teaching  Start from primary school  Revise the focus of English curriculum in primary: Start with listening and speaking in P1 and P2, then gradually move to grammar, reading and writing in P3  Retrain English teachers: methodology  Continue with the policies of language benchmark and subject knowledge  Revise objectives of NET scheme and better implement it

17 Conclusion  English learning is fun and students will be motivated to learn English.  The efforts of both the policy makers (the government and the principals) and the frontline teachers are crucial.  It takes time to see the results but the most important of all is to kick off in the right direction