To nurture competent bilingual students
In spite of Hong Kong having been an international city for a long time and possessing many resources to nurture competent bilingual students, bilingual teaching has not been effective throughout different stages of education, from kindergarten to university. In addition, the debate over which one of the two (Chinese or English) languages should be the medium of instruction has never been resolved satisfactorily. By making use of the theory of language teaching, together with the teaching strategies, the school’s teaching arrangements and a natural bilingual environment, we hope that our students will learn to be bilingually and tri-literally competent, who are internationally-minded and can contribute to world peace.
- We operate a co-tutor system for the Primary Section, providing a natural bilingual environment.
- We use readers and novels as our main teaching resources for teaching Chinese and English.
- Students benefit from a natural bilingual environment from a very young age, enabling them to acquire good language skills.
- Students study themes in both Chinese and English, with two separate field trips to consolidate what they have learnt.
- By holding language competitions in school, we provide students with many opportunities to practice both languages.
- From Year 4 onwards, students participate in an annual overseas study trip which offers them more opportunities to improve their language skills and to take part in cultural-exchange programmes.
- To improve students’ language skills, they are encouraged to take part in various inter-school competitions, including speech and writing competitions.
- In addition to using readers and novels, we also make use of the reading scheme to complement our teaching.
- We instill in our students a positive attitude and encourage them to develop good learning habits.
- We promote project-based work, using that as a platform to develop students’ oral and writing skills. We also foster their analytical and critical thinking skills.