母 語 教 學 是 罪 魁 禍 首 ?

warrrren

Dear Y2KChild,

We should not divide the schools into CMI and EMI so as to create a elite class for those "able or gifted child" who can study at EMI schools. It is not fair to label other kids into second class students and even deprive their chances of enhancing their competitiveness to fairly compete with those you called "able and gifted child".

To solve the current practical situation and problems, we should give free hands to the schools to use the types of language as well as to allow them to vary the portion of Chinese or English as medium or even use bilingual in teaching as they like of which most suit the specific situation of each school.

I agree to the above, which is indeed very well put.

Regards,
warrrren

uncleedward

Dear Y2KChild

While it is idealistic to allow the schools to choose the teaching language themselves and I agreed totally to that, politically it is unlikely to happen with this government. Even if the schools are allowed to choose the teaching language themselves, I can bet the less able ones in today's environment simply cannot use English as the learning medium in their studies. A lot of band 3 students are still struggling with addition in fractions or irregular verb table in secondary 5. Think deeper as you say, at the end of the day, we will still end up with the more able ones studying at EMIs.

As I said it is dangerous to exaggerate and you probably have not too much experience with CMI graduates. In the past, at the moment and definitely in the future as well, there are numerous CMI graduates going abroad for university studies. I am a CMI graduate myself. 1/3 of my classmates went abroad for their university studies.

I thought it was a joke when you said that parents who accept the concept of 母 語 教 學 but send their kids to EMIs out of fear that there might be more competition for their kids in future. Y2KChild, raise your eyes and look further, if you talk to the principals of the elite schools or people in the higher education, they are already talking about competition from students of mainland. Hong Kong is just a city like Beijing or Shanghai in the not too distant future.

Besides, as I said before, my younger daughter still failed in English and Chinese these two important subjects at P4. We were well prepared at that time that, if the situation continued, we would send her to a CMI.

If you really believed that AS A GENERAL POLICY we can continue to use English effectively as a teaching medium for the less capable students in today’s Hong KOng, there is no point for discussing further. Talk to the students in some “band 3” schools and face the reality.

EMI is just a label. We should look behind the label. In the old days when most schools were EMIs(at least with English textbooks), parents still chose Queens, DB/GS, St Paul's Co-ed. They chose these schools and other EMIs because they considered these as better schools. It was just the same today. They send their kids to these schools because they think these are better schools, not just because they are EMIs.

I have had a lot of experience in recruiting university graduates from Hong Kong as well. Who will give it a damn whether you come from a second-tier EMI or a first-tier CMI? After you have worked for 5 or 6 years, I would not care whether you come from Marymount or Delia. After you have worked for 10 years, I wouldn’t care to remember whether you graduated from Oxbridge or CUHK? While arranging the chance of a good education is a parent's responsibility, we should choose a school suitable for our kids, EMIs or not.

On the one hand, parent are complaining a lot of our teachers are substandard and have difficulties in using English as the teaching language; on the other hand why do have faith in having more quality EMIs?

We now have a whole bunch of new DSS. For the time being they are still allowed to choose teaching language freely. Most of them choose English because of parents' expectation. Let's watch their development and see how they would fare in future. Let's look back in five or six years how many of these new DSS can still enjoy today's expectation.

ChiChiPaPa

Uncle Edward,

每個人都會以自己的經驗看事情。你以自己的經驗看到好的中文中學，你的目標是大學畢業，你就是那些more able ones，而你以自己的經驗去決定那些Band 3學生的命運。

好多人都是只是想找兩餐。我中六、中七就曾讀過兩間很差的私立中學(注：記得當時政府有向私校買初中位。但那時還未有Banding，如果有Banding，一定係Band 3，那些中學甚麼學生都收，來者不拒，上不上堂又不理。)。老師用Nicam講書，教英文書。我唔覺得有心機讀書的同學會聽唔明，家裡有錢的同學同樣可以外國升學，讀不成書的找份clerk都容易些。

現在，同樣的學生可能只可以在中文中學讀，因為沒有選擇。我相信部份Band 3的學生亦可以用英語作學習語言，以提高他們的競爭能力。請容許他們選擇!不要用精英心態去為人家決定事情。

Cathyneo

我非常非常反對母語教學，根本呢個政策只係為直資鋪路，節省教育經費，完全唔係為學生著想。
現時公佈只係英中收生唔夠85%band1要落車，但係飯蕉同英中校長開會，提出將來要英中英文要有50%優良率才可繼續做英中，現時有大約120間英中，將來只會剩下40間英中。
我唔知你地點諗，但我睇到將來如果你冇錢，你想讀英中，機會微乎其微，小朋友出身草根，想往上爬，機會差不多等於零。
我係出身草根，我好感激當時教育能俾機會我，雖然我唔係讀咩名校，但係都叫英中，都可以完成大學教育。我好唔想見到而家社會剝奪非中產的機會。

uncleedward

ChiChiPaPa

If I had been one of the more able ones, I would not have been sent to a CMI. All my brothers and sister went to traditional elite schools except me.

If I had been sent to a EMI I would probably have been 打殘 at F1 or 2 and never recovered.

I have no objection to the idea that some band 3 students may have the ability to use English as the learning medium. But what about the majority in the class? We are talking about a general policy here.

In the old days, we had five bands and those going to private schools to study for F6 & 7 were 有心的 students. Using English text books but teaching in Cantonese is already a clear indication of failure of either teachers unable to teach in English or students unable to understand the lecture in English. But if you refer this as teaching in English, I have no objection for some subjects as practically we need to know most of the terms in English. This is what Pui Chin is doing. During the Chinese New Year Eve dinner last night I still found it frustrating on my own part when we were talking what the 豬橫脷 in the 盆菜 is I still needed my sister to translate to me what pancreas means in Chinese when she first said in English.

King's College is just in my neighbourhood. Some would know King's has a lot of elite students, but at the same time quite a number of less than brilliant students. Some of them found the transition to secondary school difficult and were defeated very early in their secondary studies and never recovered. I believed if the teaching medium had been Chinese, some of them would have fared far better.

In academic world, few scholars argue against the superiority of mother tongue teaching, but sadly in reality few can argue against the dominancy of EMIs.

Let's take a break and wish each other a peacful Chinese New Year.

ChiChiPaPa

這些學校同樣有F1-F7，不單是有F6,F7。當年不知是他們的父母有心還是他們有心向學。現時，學生有心，都沒有選擇，因為D大學畢業的精英話有選擇，只會害了他們。他們只可選母語，母語就是最好。現在是說General Policy，犧牲他們的權利很應該呀？！

你話King's College的那些學生就是這個政策下的受害者，為什麼要全英語？如果不是，就做二等學生，全中文，唔係呀！

uncleedward 寫道:

ChiChiPaPa

If I had been one of the more able ones, I would not have been sent to a CMI. All my brothers and sister went to traditional elite schools except me.

If I had been sent to a EMI I would probably have been 打殘 at F1 or 2 and never recovered.

I have no objection to the idea that some band 3 students may have the ability to use English as the learning medium. But what about the majority in the class? We are talking about a general policy here.

In the old days, we had five bands and those going to private schools to study for F6 & 7 were 有心的 students. Using English text books but teaching in Cantonese is already a clear indication of failure of either teachers unable to teach in English or students unable to understand the lecture in English. But if you refer this as teaching in English, I have no objection as practically we need to know most of the terms in English. During the Chinese New Year Eve dinner last night I still found it frustrating on my own part when we were talking what the 豬橫脷 in the 盆菜 is and I still needed my sister to translate to me what pancreas means in Chinese when she first said in English.

King's College is just in my neighbourhood. Some would know King's has a lot of elite students, but at the same time quite a number of less than brilliant students. Some of them found the transition to secondary school difficult and were defeated very early in their secondary studies and never recovered. I believed if the teaching medium had been Chinese, some of them would have fared far better.

In academic world, few scholars argue against the superiority of mother tongue teaching, but sadly in reality few can argue against the dominancy of EMIs.

Let's take a break and wish each other a peacful Chinese New Year.

uncleedward

Dear Cathyneo

You are not arguing against mother tongue teaching; you are arguing against mother tongue teaching policy as carried out by our government. I am totally with you on this.

You said, "我唔知你地點諗，但我睇到將來如果你冇錢，你想讀英中，機會微乎其微，小朋友出身草根，想往上爬，機會差不多等於零。" I tend to agree with you. But I think the mother tongue teaching policy only played a small part. It was more to do with the whole 升中機制. I don't know whether parents notice it or not. Under today's mechanism, the chance of a bright but naughty or children from poor background have a much smaller chance than before in getting into a good school. It is getting more and more unfair. I'll organise it and put it down in writing after Chinese New Year.

ChiChiPaPa

Uncle Edward,

我好想問你，在家裡，你是否單一用廣東話教子女。在我家，我就有General Studies的書，雖然個女讀中文常識。我們不會用單一語言。講常識，都可以用英文。可能你太迷信母語教學的效用，除英語科外，你是否都只會用廣東話教子女？

如果你會用多種語言教子女，為什麼你又會相信全母語教學會是最好的呢？

我覺得你有點看不起那些用母語或普通話教英文書的人。不知你自己是否只用全英語教你讀中學的子女。我在中文大學讀Master時，有不少來自內地和台灣的教授，都會用國語講書，但書本就主要是英文書本。我可以告訴你他們的英語絕對是一流的。

母語教學政策是指定學校初中的教學語言。培正和其他中文中學一樣，在初中是用中文教科書。在母語教學政策下，學校根本不能決定教學語言。

在此，祝你新春愉快，子女學業進步。

新的一年再爭論過。

ChiChiPaPa

蘋論： 打 倒 教 育 福 特 主 義 ！(Please click)

......

當 資 訊 科 技 的 發 展 令 到 世 界 變 得 愈 來 愈開 放 ， 當 精 通 兩 文 三 語 是 港 人 的 獨 特 競 爭 力 ， 官 僚 卻 反 其 道 而 行 硬 性 規 定 學 校 以 廣府 話 教 學 。 究 竟 這 種 官 僚 規 定 對 教 學 質 素 提 升 究 竟 有 多 大 的 幫 助 ？ 最 諷 刺 的 是 ， 官僚 承 認 並 且 接 受 少 數 精 英 學 校 繼 續 以 英 語 授 課 ， 而 且 每 年 無 論 學 生 、 家 長 、 老 師 和辦 學 團 體 都 在 追 逐 英 語 教 學 這 超 然 身 份 的 時 候 ， 種 種 現 實 不 都 說 明 了 硬 性 推 行 廣 府話 教 學 違 反 社 會 的 需 要 ！ 要 不 是 香 港 的 教 育 制 度 是 一 個 龐 大 的 壟 斷 ， 這 種 反 自 然 的政 策 又 怎 可 能 得 到 執 行 ？

......

除 非 你 們 相 信 ， 教 育 就 像 二 十 世 紀 初 福 特 汽 車 ， 所 有 產 品 都 一 模 一 樣 ！ 否 則 你 們 就應 該 要 將 教 導 學 生 的 決 定 拿 回 來 ， 因 為 你 們 比 那 害 人 無 數 的 教 統 局 官 僚 更 清 楚 學 生的 需 要 ！

lydia

Totally agree. Vvery disappointed that we cannot control any even they get paid from our money (as taxpayers), they spend our money on the wrong way and not consult enough from us (parents).

I always think as the leader of education people of HK, as the controller of how to spend money on, why they cannot set up a group of professionals to search the possible and best way to go for HK students from all other countries which students are also necessary to study 2 or 3 languages from childhood. How they can achieve learning 2nd language at the same time developing the mental of children, stimulating their creative minds, etc. They can

(1) do a complete research from rest of the world:
See at what age the kids start 2nd language, what's its workload, how frequent, what's the target each year (fast/slow), how to maintain the physical activities, creative studeis, etc.

(2) do a feasibility study on the research materials and propose one syllabus for HK from P1 to S7 (similar to UK's G1 to G13). University can have its own syllahus on its specialty.

(3) consult the public. Like Annual Budget on 1 Apr each year, publish the feasibility study report to freely deliver from all Govt office, arrange seminars and discussion forum for different groups of specialized to attend, minutes down their comments and suggestions which tailor-made for HK.

(4) publish the comments and suggestions to public and get fully understanding by parents, teachers, etc. See if those are supported by parents or teachers. All people can voice out their worries or comments after the specialty, even their voice are weak.

(5) make decision on new syllabus by Govt officials, say Arthur Li / Mrs Fang.

Their next step should be focused on how to achieve, find ways to go (should repeat the above points 1-5). Before adaption, they should consider the (i)reading materials, (ii)teachers' standard (if not qualifed, provide on-job training from other countries' professionals), (iii)parent's consent and understanding (more advertisements), etc. (iv) give close eyes on psychological change from all parties and provide suitable counselling if necessary.

The above are only my opinion. This cannot be achieved in short period but our edu system and syllabus should be changed to fit in our kids future world.

janetc

我覺得學英語跟普通話好重要! 你睇埃及單意外,中國領事館派人黎安慰香港傷者,如果單靠廣東話,真係雞同鴨講,c得啦. 香港政府仲要硬性提倡母語,本末倒置,浪費納稅人$之餘,最慘係連累到下一代,真係要打pet pet!
都唔知係咪陰謀論,大陸先將香港教育拉跨,弄至香港人文化水平素質下降. 大陸便可超香港趕美,等你地話要50年不變,5年就已經變晒啦.

youma

且看教統局如何回應(摘自教統website):
-------------------------------------------------
母語教學政策下的英語學與教：活學活用　機會處處
二○○六年一月三十日
李沙崙 - 總課程發展主任（英文）

面對全球一體化，我們必須培育具備優秀中、英語文能力的學生，以保持香港作為國際商貿及金融中心的地位和競爭力。所以，在推廣母語教學以提升整體學習效能的同時，我們亦關注如何提升學生的英語能力。其實，成功的的英語教學主要取決於如何為學生在課堂內外創造豐富及多元化的語言環境，以提升他們對英語學習的興趣及動機，使他們能活學活用英語。要達致這目標，實有賴各方面的通力合作。
母語教學在本港的教育制度中，並不是甚麼嶄新的概念。事實上全港九成以上的小學都是以中文為教學語言，但卻不乏英語表現優異的學生。我們相信在母語教學下，學習相對地變得輕鬆愉快，學生有更多時間和空間參與各種有趣、有效及多元化的英語活動，這情況在中、小學其實沒有太大分別。

善用機會　學習英語
無論學校的授課語言是中文或英文，學好英語的關鍵在於學生能否隨時自發地學習。學生要多參與英語活動──多聽、多講、多閱讀和多寫作，多留意周遭的事物，在生活中發掘學習英語的機會，才能培養良好的學習態度。其實，在現實生活中，英語訊息比比皆是，只要學生能夠細心觀察和聆聽，他們很容易便能從公共車輛或超級市場的廣播和標誌等，學到大量有用的句子和詞彙，如 “Please mind the platform gap”，“Best Buy”，“One Way Only” 等。
教育統籌局為提升英語學與教的效能，發展了具彈性的課程架構，讓學校因應學生的興趣和需要，設計合適的校本英語課程，例如在小學推行廣泛閱讀計劃及工作坊，讓學生多接觸不同類型的書籍，從小培養閱讀英語圖書的興趣，並從閱讀中學會學習。此外，中學英語課程亦加入多元化及富趣味性的題材和活動，包括流行文化、辯論、詩歌、話劇、短篇故事、時事等，以擴闊學生的視野。

群策群力　創造語境
學校在籌劃及設計英語學習活動的過程中，重視多方參與。事實上，不少學校已就學生的興趣和需要，設計校本英語課程；在課堂內外提供多元化的英語活動，並鼓勵學生自行籌劃喜愛的活動，例如以英語作廣播或報告，以提升他們自發學習及運用英語的機會。此外，為了營造良好的英語學習環境，很多學校已經為學生提供各種適合年青人的英語書籍、雜誌、歌曲及電影，讓他們享受學習的樂趣。
作為教師，身教與言教同樣重要。我們期望英文科教師能在課堂內外，堅持純以英語與同學溝通，讓同學體驗多聽、多講，進而養成習慣。在持續浸淫的環境下，學生的英語自然變得流暢、有所進步。有一位任教於中文中學的資深英文科教師曾經和我分享：多年來，她一直堅持純以英語，和同學分享有關學習和成長的問題。起初，部分同學不太習慣，但不久，所有人都適應了純以英語對話，並且享受整個溝通的過程。不少經她指導的畢業生為自己能掌握流利的英語，特別向她致以衷心謝意。
在家庭方面，家長可多鼓勵子女積極參與不同的英語活動，如公共圖書館所舉辦的英語閱讀興趣班和話劇班，都是不錯的選擇。眾所周知，學習英語在乎生活化。我們建議家長讓孩子多收聽或觀看一些優質英語電視或電台節目；多陪伴孩子上圖書館，讓他們選擇感興趣的英語圖書等。這些活動既能讓子女輕鬆學習，又可親子共樂，且不用花錢，可謂一舉多得。在錄音、錄影器材普及的今天，家長不妨把個別優秀的英語電視或電台節目輯錄下來，讓孩子在閒暇時觀賞和學習。

活學英語　機會處處
在社區方面，公共圖書館及各教育團體也定期舉辦各類英語推廣活動，如語文教育及研究常務委員會舉辦的《英語節2005》，就提供了學習英語的良好機會。與此同時，學生亦可透過大眾傳播媒介選擇適合他們的英語節目，例如教育統籌局及香港電台第三台合辦的《天天學英文》（Teen Time）、香港教育城網上英語學習平台和各電視台的英語節目等。此外，學生亦可在閒暇時從外國的互聯網頁接觸各樣圖、音、視像兼備的新聞和資訊，以強化他們的英語聆聽及閱讀技巧。
總括來說，英語能力的提升，關鍵在於社會各界同心協力，讓學生善用語言環境，主動把握學習機會，正所謂「活學英語，機會處處」。

ChiChiPaPa

youma 寫道:
且看教統局如何回應(摘自教統website):
-------------------------------------------------
母語教學政策下的英語學與教：活學活用　機會處處
二○○六年一月三十日
李沙崙 - 總課程發展主任（英文）

面對全球一體化，我們必須培育具備優秀中、英語文能力的學生，以保持香港作為國際商貿及金融中心的地位和競爭力。所以，在推廣母語教學以提升整體學習效能的同時，我們亦關注如何提升學生的英語能力。其實，成功的的英語教學主要取決於如何為學生在課堂內外創造豐富及多元化的語言環境，以提升他們對英語學習的興趣及動機，使他們能活學活用英語。要達致這目標，實有賴各方面的通力合作。
母語教學在本港的教育制度中，並不是甚麼嶄新的概念。事實上全港九成以上的小學都是以中文為教學語言，但卻不乏英語表現優異的學生。我們相信在母語教學下，學習相對地變得輕鬆愉快，學生有更多時間和空間參與各種有趣、有效及多元化的英語活動，這情況在中、小學其實沒有太大分別。

善用機會　學習英語
無論學校的授課語言是中文或英文，學好英語的關鍵在於學生能否隨時自發地學習。學生要多參與英語活動──多聽、多講、多閱讀和多寫作，多留意周遭的事物，在生活中發掘學習英語的機會，才能培養良好的學習態度。其實，在現實生活中，英語訊息比比皆是，只要學生能夠細心觀察和聆聽，他們很容易便能從公共車輛或超級市場的廣播和標誌等，學到大量有用的句子和詞彙，如 “Please mind the platform gap”，“Best Buy”，“One Way Only” 等。
教育統籌局為提升英語學與教的效能，發展了具彈性的課程架構，讓學校因應學生的興趣和需要，設計合適的校本英語課程，例如在小學推行廣泛閱讀計劃及工作坊，讓學生多接觸不同類型的書籍，從小培養閱讀英語圖書的興趣，並從閱讀中學會學習。此外，中學英語課程亦加入多元化及富趣味性的題材和活動，包括流行文化、辯論、詩歌、話劇、短篇故事、時事等，以擴闊學生的視野。

群策群力　創造語境
學校在籌劃及設計英語學習活動的過程中，重視多方參與。事實上，不少學校已就學生的興趣和需要，設計校本英語課程；在課堂內外提供多元化的英語活動，並鼓勵學生自行籌劃喜愛的活動，例如以英語作廣播或報告，以提升他們自發學習及運用英語的機會。此外，為了營造良好的英語學習環境，很多學校已經為學生提供各種適合年青人的英語書籍、雜誌、歌曲及電影，讓他們享受學習的樂趣。
作為教師，身教與言教同樣重要。我們期望英文科教師能在課堂內外，堅持純以英語與同學溝通，讓同學體驗多聽、多講，進而養成習慣。在持續浸淫的環境下，學生的英語自然變得流暢、有所進步。有一位任教於中文中學的資深英文科教師曾經和我分享：多年來，她一直堅持純以英語，和同學分享有關學習和成長的問題。起初，部分同學不太習慣，但不久，所有人都適應了純以英語對話，並且享受整個溝通的過程。不少經她指導的畢業生為自己能掌握流利的英語，特別向她致以衷心謝意。
在家庭方面，家長可多鼓勵子女積極參與不同的英語活動，如公共圖書館所舉辦的英語閱讀興趣班和話劇班，都是不錯的選擇。眾所周知，學習英語在乎生活化。我們建議家長讓孩子多收聽或觀看一些優質英語電視或電台節目；多陪伴孩子上圖書館，讓他們選擇感興趣的英語圖書等。這些活動既能讓子女輕鬆學習，又可親子共樂，且不用花錢，可謂一舉多得。在錄音、錄影器材普及的今天，家長不妨把個別優秀的英語電視或電台節目輯錄下來，讓孩子在閒暇時觀賞和學習。

活學英語　機會處處
在社區方面，公共圖書館及各教育團體也定期舉辦各類英語推廣活動，如語文教育及研究常務委員會舉辦的《英語節2005》，就提供了學習英語的良好機會。與此同時，學生亦可透過大眾傳播媒介選擇適合他們的英語節目，例如教育統籌局及香港電台第三台合辦的《天天學英文》（Teen Time）、香港教育城網上英語學習平台和各電視台的英語節目等。此外，學生亦可在閒暇時從外國的互聯網頁接觸各樣圖、音、視像兼備的新聞和資訊，以強化他們的英語聆聽及閱讀技巧。
總括來說，英語能力的提升，關鍵在於社會各界同心協力，讓學生善用語言環境，主動把握學習機會，正所謂「活學英語，機會處處」。

課堂用廣東話教學。「機會處處」，課外學英語？？？

自學能力這樣強的學生，應該係Band One學生。這就是資優大學畢業生想出來的語言教學政策，他們果然以為人人都是和他們一樣的。