To nurture our students to become biliterate and trilingual talents of the 21st century, we implement the ‘biliterate and trilingual’ (Cantonese, English & Putonghua) policy in the junior forms. This is to ensure that every ‘Chunhanian’ can build a solid foundation in the early years and enjoy a good language learning environment for such abilities.
In S1 to S3 classes, ‘Allocation of (English) Time to (non-English) Subjects’ is adopted in Science and Mathematics, where English is used as the Medium of Instruction. English teaching materials are used in all units (with some Chinese equivalent to cater for learning diversity) and assessment is conducted in English. In addition, ‘Extended Learning Activities (English)’ is adopted in in Integrated Humanities, as some units will be delivered and assessed in English. We will endeavour to implement measures, such as ‘Language Across the Curriculum’ (LAC approach) to ensure that students are exposed to ample opportunities to learn and use English effectively. Last but not the least, subject-based bridging courses are organized throughout the year to prepare students for EMI subjects in senior forms.
As for Chinese Language, Putonghua is the medium of instruction in Chinese lessons in S1 to S3, with the aim of enhancing students’ ability to use this language. Students are also nominated to take the GAPSK, a Putonghua proficiency test for secondary and primary schools in Hong Kong and Macau. In order to meet the needs of society and prepare students for further studies, we offer EMI classes and/or CMI classes in senior forms. Classes using Putonghua to teach Chinese Language are also introduced when there is such a need.
To expose students to more biliterate and trilingual learning opportunities as well as to provide chances of using Putonghua and English with peers and teachers outside classrooms, the following language policies are adopted:
Every year, our Career Guidance Team and English Department organize a Summer English Immersion Programme for our students. We have visited countries like Britain, Canada, the USA and Australia. Participants would join immersion English courses on university campuses, visit local attractions and stay in host families. All these aim at immersing students in a rich language environment, as to enhance their ability in communicating in English. At the same time, they can experience the local life culture and hence have their horizons broadened.
English musical is a special activity in our school. By combining the elements of drama and music, we set the stage for students to showcase their potentials. Involvement in musicals helps to improve students’ abilities in English and increase their interest in it. The English Department tries its best to cultivate students’ interest in drama. Under the guidance of English teachers and Native English Teachers, students in small groups learn to compose drama scripts, experience the elements of drama as well as take part in performance training. Through these and activities alike, students’ interest and skills in English dramas are nurtured.
The English Department organizes lots of diversified English learning activities for students to use English outside the classroom and in daily life. These activities include English Day, English Learning Day Camps, interviewing visitors from abroad, exchange activities with foreign students, pen-pal programmes, etc.
- Wednesdays and Fridays are set as English Day and Putonghua Day respectively to encourage students to communicate with peers and teachers in these two languages.
- English Week, English Ambassadors, Reading Carnival and Open Day (Learning Display) are to provide students additional chances to design fun English games and use the language to communicate with peers and visitors.
- Students are strongly encouraged to participate in internal and external language activities and competitions such as English Drama Club, Inter-school Speech Festival, public speech contests and debate competitions. These experiences allow students to display what they have learnt and can broaden their horizons.
- In ‘English Café’, Native English Teachers organize fun activities regularly to attract students to join and learn English in a favourable environment.
- In each junior class, a self-learning corner is set. There, English readers, reading materials and reference books are available to support subject-based reading and Extensive Reading Scheme, which encourages students’ extra-curricular reading.
- A self-learning centre is set in the School Library to enhance students’ English learning. There students are provided with English reading materials and other learning resources, including subject dictionaries, CDRoms in English and Chinese and textbooks. Students are exposed to more English learning opportunities.
- Various kinds of language support are offered, including Student Vocabulary Booklet, Common English Classroom Instructions for different subjects, Common English Discussion Language, Common Sentence Structures, English learning skills, English Phonics and Pronunciations, learning methods and knowledge organization.
- A favourable English learning environment is also cultivated by promoting various English activities as well as interdisciplinary collaboration (such as thematic unit learning and teaching).
- To support subject-based award schemes, we encourage students to set their own learning targets and conduct self-learning by completing online English and Mathematics in English exercises.
- Interdisciplinary collaboration: Senior English Bridging Course is run to specifically help students who will be going into EMI classes to master English learning and exam skills.
- Small-group English speaking classes are specifically arranged for senior students to hone their speaking skills.
- Putonghua and English tutorials are offered to help junior students to get adapted to learning in Putonghua or English.
- On every English Day and Putonghua Day, students and teachers are required to conduct sharings and make announcements in English and Putonghua accordingly.
- In mass programmes or activities, introduction and speeches made by MCs and student representatives are biliterate and trilingual.
- Groups and societies are also encouraged to follow the ‘biliterate and trilingual’ policy in weekly assemblies or other mass programmes.
- Our subject teachers regularly participate in training courses of medium of instruction run by the Education Bureau as well as local tertiary institutions to enhance their skills of teaching in English or Putonghua.
- We co-ordinate school-based workshops and learning areas sharing sessions for teachers to share strategies and experience in teaching and learning.
- Increasing the effectiveness of teaching and learning and enhancing students’ English ability assist their learning in other MOI subjects.
- Associate Teachers in subjects of Chinese Language, English Language, Mathematics and Humanities are recruited to provide support to students.
- ‘English Café’ is set up to create a favourable environment for learning English.
Lecture Theatre has been built to provide a venue for drama performance and public speaking so that students have more opportunities to perform and acquire more learning experiences.
- A self-learning corner is set in each junior class. English readers, reading materials and reference books are available for students to help consolidate their learning.
- Chances are offered in English Morning Assembly, English Week and English Reading Carnival for students to display what they have learnt, to deliver speeches and to perform in public.
- A conducive language learning environment is created through various channels and media such as Bilingual Electronic Notice Board, display boards at campus and notice boards inside classrooms, as well as the school’s webpage.
- Common English Classroom Instructions are formulated to help students and teachers build up a ‘lingua franca’ to enhance communication.
- Subject-based reference book catalogues are created to support Extensive Reading Award Scheme.
- Students are encouraged to communicate with teachers and peers in English outside the classroom, through which a conducive environment for English learning is created.
- They are also encouraged to participate in various internal and external English activities and competitions such as English Drama Club, Inter-school Speech Festival and English debate contests.
- Tutors are recruited to help students learn in English after class.
- Workshops and sharing sessions about learning areas are coordinated for teachers to share strategies and experiences in learning and teaching.
- Support is given to EMI subject teachers by providing reference materials and supportive services such as exam question banks for different subjects and translation of teaching materials.