Abstract:Since Hong Kong handover, the language policy in Hong Kong shifts from diglossic bilingualism to bi-literacy and
trilingualism policy, balancing the status of English and Chinese with the mother tongue education policy. This policy shift has
inadvertently impacted non-Chinese speaking (NCS) students’ enrollment, whose limited mastery of Chinese language prevents them from the
mainstream schooling. Faced with this ethnically diverse and multilingual population, Applied Learning Chi… Show more
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