Intro
Foreword
Acknowledgements
Contents
1 Introduction
1.1 Introduction to the Book and the Chapter
1.2 Medium of Instruction Policies in Other Former British Colonies
1.2.1 Malaysia
1.2.2 Singapore
1.2.3 Conclusion of the Section
1.3 Status of Chinese and English in the Hong Kong Context
1.3.1 Sociopolitical Context
1.3.2 Socio-economic Context
1.3.3 Sociocultural Context
1.4 Theoretical Concepts of Bilingual Education
1.4.1 Zone of Proximal Development (ZPD)
1.4.2 Benefit of Bilingual Education for Cognitive Growth

1.4.3 Threshold Hypothesis
1.4.4 BICS and CALP
1.4.5 Length of Time for Acquisition of BICS and CALP
1.4.6 SUP, CUP and Interdependence Hypothesis
1.4.7 Additive and Subtractive Bilingualism
1.4.8 Replacive and Preparatory Bilingualism
1.4.9 Learner's Motivation, Identity and Inputs
1.4.10 Language Acquisition Versus Language Learning
1.5 Chapter Conclusion and Structure of the Rest of the Book
References
2 Languages Used in Hong Kong
2.1 Introduction
2.2 English Language Usage in Hong Kong
2.3 Varieties of Chinese Language Used in Hong Kong

2.4 Code-Mixing
2.4.1 Code-Mixing of Chinese and English
2.4.2 Code-Mixing of Modern Standard Chinese and Cantonese
2.5 Standardization Challenges in Chinese Language Education and Training
2.5.1 Terminologies
2.5.2 Character Systems
2.5.3 Transliterations After 1997
2.5.4 Standardization of Chinese Input Methods
2.5.5 Issues of Genre in Practical Chinese Writing
2.6 Conclusion
References
3 Medium of Instruction Policy: Historical Background and the 1998 Reform
3.1 Introduction
3.2 The Changing Face of the Language Policy in Hong Kong

3.2.1 The Eighteenth Century
3.2.2 The 1930 to 1960s
3.2.3 The 1970s
3.2.4 The 1980s
3.2.5 The 1990s
3.2.6 The 2000s
3.2.7 Summary
3.3 The Calls for Mother-Tongue Education at Different Times
3.3.1 Hong Kong Pre-1949
3.3.2 Post-second World War
3.3.3 The 1965 White Paper
3.3.4 The 1973 Green Paper
3.3.5 The 1974 White Paper
3.3.6 The 1980s to the 1997 Handover
3.3.7 The 1982 Llewellyn Report
3.3.8 The Education Commission Reports (ECRs)
3.4 Try to Strike a New Balance: Stepping into Being an SAR of China

3.4.1 The 1998 Medium of Instruction Reform
3.4.2 The Resistance, Achievements and Winding-Down of the Reform
3.5 Conclusion
References
4 Transitional Issues in the Implementation of New MOI Policy
4.1 Introduction
4.2 Teachers' Perception of Mother-Tongue Education
4.2.1 The Effects of Mother-Tongue Teaching
4.2.2 Parental Opposition
4.2.3 Allocation of Extra Resources on English Learning
4.2.4 MOI Dilemma at Senior Secondary Levels of CMI Schools
4.2.5 The Language Transition Between Junior and Senior Secondary Levels