Bulletin Summer 1979

in recent years; English for science and technology, English for specific purposes; and the implications of first language teaching in foreign language teaching. Materials for Discussion Before the symposium, various professionals in Hong Kong were requested to write articles from different academic points of view, and preliminary reports on a number of major research projects were published. These include a research into the effects of the medium of instruction on the academic achievement and cognitive development of students, conducted by the School of Education; a comprehensive survey of Chinese language textbooks for primary schools, carried out by students of this University's Department of Chinese Language and Literature; a survey of the attitudes of Anglo-Chinese school students towards bilingual education, an d a study of the English standard of Form 1 students, both carried out by the Education Society of the University. Opening Remarks by Mr. T. C. Cheng, Director of the School of Education Ladies and Gentlemen: It is my pleasure to welcome you here on behalf of the Symposium on Language and Education in Hong Kong. In recent years, the average standards of both Chinese and English among our students in Hong Kong have been falling. With the introduction of free junior secondary education, it is likely that these standards will become even more uneven. The question of how best to cope with the practical difficulties of language teaching in Chinese and English has thus become a subject of hot debate among local educators. I would say that our Symposium is significant in at least two ways. First, Hong Kong is a bilingual society, and in terms of the eudcation of our next generation, the teaching of the Chinese and the English languages should be of equal importance. If we consider language as a tool, we may find that, to enable our students to master these two tools, that is, the Chinese and the English language, w e have been used to different teaching methods and materials; but at the same time, if we have a close look at them, we may find that there are some common areas. This Sym- posium will provide, for teachers of Chinese and English, a meeting ground for exploration and mutual exchange of ideas and may hopefully result in im- provements in the teaching of these two important languages to students of all levels of ability. Second, language education is not simply a matter of passing on a certain linguistic tool to our students. To be more specific, we need to guide our students to develop not only their linguistic capabilities but also their intellect and personality. Hence, if we are to have a thorough examination of the past and present states of language education with a view to making specific proposals for future improvement, it is imperative that we proceed on the basis of the following: (1) the experience and views offered by language teachers, (2) the theoretical foundation offered by linguists and psycholinguists, and (3) the pedagogy offered by curriculum designers and educational researchers. In other words, there ought to be an integration of experience, theory and methods which will help us to formulate a much needed language policy. We are all aware that Hong Kong is a centre of cultural exchange between the East and the West. The objective of our language education is to produce bilinguals, proficient in both Chinese and English, and equipped with a keen intellect and moral character. To achieve this objective, the concerted efforts of teachers in primary schools, secondary schools and tertiary institutions, the open support of the Government, and the whole-hearted co-operation of the public are all equally indispensable. With these remarks, I would urge you to consider seriously these significant questions confronting us today. Finally, I would like especially to express our thanks and gratitude to Professor M. Ma of the University of Hong Kong and Mr. R. Tongue, the English Adviser of the Hong Kong Government, who will each honour us with a keynote address, and all the esteemed and distinguished educationists who have come to join us in this Symposium. I have now great pleasure in declaring this Symposium open, and in wishing it every success. 15