Letters | How to use Chinese to put all Hong Kong students on the same page

If the Education Bureau is serious about considering non-Chinese-speaking students’ needs, it should create a DSE Category A Chinese subject for second-language learners

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Non-Chinese-speaking students learning at Hong Kong Taoist Association The Yuen Yuen Institute No. 3 Secondary School in Tseung Kwan O in 2015. Photo: Nora Tam

Published: 6:15am, 6 Apr 2021Updated: 6:15am, 6 Apr 2021

In February, the Education Bureau released a questionnaire regarding reforms to the senior secondary school curriculum. While proposals such as for a drastic change in the liberal studies subject sparked much controversy, other important issues may have been overlooked – such as Chinese-language study for children from the ethnic minority communities.

In its questionnaire, the bureau said the needs of non-Chinese-speaking students should be considered and that the assessment method could be adjusted. This proposal is far from enough, as these students need their own Chinese subject.

The ordinary Chinese curriculum assumes that students’ first language is Chinese, hence they are required to study classical Chinese, and abilities like understanding the implicit meaning of some texts are tested. Experience shows that such a curriculum is too demanding for non-Chinese-speaking students.

The government has done little to address the issue. Most non-Chinese-speaking students have two alternatives: international qualifications such as the International Advanced Level (IAL) in Chinese, or Applied Learning Chinese – but there are problems with such arrangements. IAL Chinese is too easy and can barely equip students. Applied Learning Chinese – a Category B subject in the Diploma of Secondary Education (DSE) Examination – is not always recognised or highly valued by employers and higher educational institutions.

Instead, the Education Bureau should create a new Category A Chinese subject for non-Chinese-speaking students. Experts should be invited to design the curriculum, which would target second-language learners and help improve their language skills for real-life situations in Hong Kong. Giving it the core Category A status would also increase its recognition as a qualification.

Our ethnic minority youth have the passion to contribute to Hong Kong. If we can give them a better Chinese curriculum to improve their formal language skills, their situation will be greatly improved.

Henry Wong, Kennedy Town