The Future of Education

The Hong Kong Education Bureau (EDB) began promoting the replacement of Cantonese with Putonghua as the Medium of Instruction for Chinese teaching (MOIC) 25 years ago. Currently, EDB policy allows schools to decide on the implementation of Putonghua as MOIC (PMIC) based on their circumstances, adopting class-based, grade-based, or school-based approaches. This study examines MOIC practices in primary and secondary schools, focusing on implementation trends, underlying reasons, and impacts on students' language proficiency and cultural preservation over the past two decades. The research employs epistemological, axiological, and pragmatic philosophies, combining exploratory and action research methods, including literature reviews, quantitative and qualitative analyses, and case studies. Theoretical frameworks include curriculum theory, teacher knowledge models, language transfer, and the relationship between language and culture. Findings reveal that the use of PMIC has declined, while Cantonese as MOIC (CMIC) is considered more effective in improving Chinese proficiency and fostering trilingual abilities. CMIC students outperform PMIC students in public exams, and PMIC does not demonstrate advantages in preventing non-standard written Chinese. Cantonese facilitates the study of classical and modern literature, while PMIC raises concerns about the preservation of Cantonese culture and hinders new immigrants' integration into local life. The researcher recommends CMIC for enhancing Chinese proficiency and literary appreciation, supplemented by Putonghua lessons and activities. A "blended teaching method," promoting reading and cultural activities for all students, along with Cantonese classes for new immigrants, is proposed. These recommendations align with Hong Kong's 'Biliteracy and Trilingualism' and 'Mother Tongue' education policies and are supported by survey respondents and action research findings.