Abstract
ABSTRACT In Hong Kong, Chinese and English are considered separate mediums of instruction. English immersion is expected for schools that teach with English as the medium of instruction, and direct instruction in Chinese is often used to teach English in Chinese medium schools. Evidently, a great divide persists in the Hong Kong government curriculum. In the English classroom, translanguaging is considered as detrimental to students’ progress or reserved for the lower ability students. The significance of translanguaging on students’ identity and meaning making is overlooked due to institutional English-only discourse. This article examines the possibility and potential impact of translanguaging in Hong Kong from the perspective of a student teacher who was an international school student and tuition centre instructor.
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