Abstract
Taking Hong Kong as an example, this chapter identifies the major challenges in teaching and learning Chinese as a second language (CSL) for multilingual learners. The change in language policy after the handover of Hong Kong’s sovereignty in 1997 has had a profound impact on the medium of instruction used in schools. The rapid growth of emerging multilingual learners has challenged the one-size-fits-all monolingual curriculum. Many initiatives to improve CSL learning have been found to be remedial in nature due to its unresolved aim of teaching Chinese as a first or second language. Moreover, the current education of teachers in Hong Kong is unprepared to deal with the ever-increasing multilingualism in education. All these challenges have limited the success of CSL teaching.
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