A Critical Policy Analysis of the Implementation of the Bi-Literacy and Trilingualism Language Policy in Hong Kong From a Postcolonial Perspective

Abstract

On 1st of July, 1997, the sovereignty of Hong Kong was transferred to the People’s Republic of China and the Bi-literacy (Chinese and English) and Trilingualism (Cantonese, Mandarin, and English) Language Policy was initiated by the Hong Kong Special Administrative Region Government in order to include Mandarin alongside English and Cantonese as the official languages of Hong Kong to be taught in the public school curriculum. However, there was much resistance to this policy and cases of discrimination against Mandarin and its speakers, even in schools, were reported. Using the framework of Contexts of Policy Making, this study examined the implementation of the Bi-literacy and Trilingualism language policy in Hong Kong. The analysis reveals that the resistance to Mandarin on the part of the populace of Hong Kong can be understood from the perspectives of postcolonialism and anti-cultural imperialism. This analysis makes a useful resource for policy makers to refine the Bi-literacy and Trilingualism Language Policy in the future.