English, as a global lingua franca, has consolidated its hegemonic position through processes of globalisation, shaping how education systems engage with socio- and ethnolinguistic diversity (Flubacher & Del Percio, 2017). In postcolonial contexts, minority language education raises questions about how ‘language’ is mobilised within neoliberal agendas. This chapter examines Hong Kong’s Biliterate and Trilingual policy as a neoliberal discourse of diversity. While framed as multilingual education, the policy largely centres on English—an official language and key gatekeeping resource (Choi, 2003). Investments in English often benefit some learners while marginalising minoritised students, who are rarely recognised as the intended beneficiaries of such resources. Drawing on poststructural perspectives on ‘language’ and ‘policy,’ discourse analyses of four policy documents reveal how formulations shape the delivery of language education in Hong Kong. Ethnographic interview data with English teachers in a local primary school further highlight tensions in teaching within minority contexts. Findings suggest that policy discourses foster ambiguity in how diversity is understood and enacted, with English language education remaining unproblematically privileged despite inequitable access. The chapter concludes with implications for language policy, classroom practice, and teacher education, particularly regarding intersections of language and ethnicity in Hong Kong.