Abstract
The research on bilingual and second language (L2) immersion education in both Canada and the United States is reviewed with respect to its relevance to language planning in the Hong Kong context. While caution needs to be exercised in generalizing from one context to another, the following conclusions from the North American research are potentially relevant to the implementation of programs in Hong Kong designed to develop bilingualism and biliteracy: 1. A variety of bilingual education models can work effectively under appropriate conditions; 2. Coherent guidelines regarding teacher and student use of L1 and L2 should be in place in order to avoid haphazard and unplanned mixing of both languages in the classroom; 3. Partial bilingual, content-based second language teaching yields far superior results than teaching the target language just as a school subject; 4. Teacher-centered, transmission-oriented instruction entails serious limitations as a means of developing proficiency in the target language within immersion or bilingual programs. It is argued that effective implementation of bilingual education requires a language planning process not just at the level of central government but also at the level of individual schools. This type of language planning process might enable educators to move towards greater innovation to ensure (1) coherence in policies regarding the use of L1 and L2 in the classroom, (2) effective implementation of content-based English teaching in both English- and Chinese-medium schools, and (3) greater opportunities for students to obtain more extensive input in English (e.g., through wider reading in English) and to use English for higher-order cognitively and linguistically challenging academic activities.
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