Medium of Instruction and Language Learning in Bi- and Multilingual Hong Kong and Singapore

Educators have long recognized that a major challenge for students learning to read and write effectively may be related to the medium of instruction in schools. To identify and evaluate the current state of empirical evidence, this chapter synthesizes current research on the enactment of bi- and multilingual policy in two interesting former British colonies – Hong Kong and Singapore. Forty-five peer reviewed research papers from 2011 to 2022 selected from 120 shortlisted are reviewed to compare (1) key issues and challenges in implementing bi- and multilingual language education policy in Hong Kong and Singapore, and (2) language practices (such as translanguaging, code-switching) and pedagogical approaches such as Content and Language Integrated Learning and Content Based Instruction in multilingual, English-medium elementary, secondary, and tertiary educational contexts. We discuss complexities of factors in relation to language policy, planning and implementation in multilingual settings with a focus on suggesting language practices and pedagogical approaches in language education in terms of research and practice.