List of Suggestions

Please note that the following list of recommendations have not been composed by any qualified educator. Instead, these are what I believe, as a former student, can be done to improve the status quo. I may be biased. Some of these suggestions were initially tailor-made to potentially address the problems at my old school, and as a result, they have been broadened/generalised so that more people in need might benefit from viewing these.

On the personal level

1. Embrace mistake-making

• Even native speakers make mistakes on a daily basis! Calm down if you find yourself to be embarrassed by struggling to pronounce words, read, or write. Oftentimes you are able to learn more through mistakes than sailing smoothly through calm waters, not that I am encouraging you to deliberately make mistakes! These imperfections often happen by chance, so worry not if you've stepped into a puddle. The education system has brainwashed you into being petrified of mistake-making, so let it go.

2. Exposure is key

• This doesn't only work for English, but for other languages as well! If you're a beginner, then listen. Turn up the volume and listen to the radio. Shows, songs, or even videos work just as well. You need to immerse yourself in the intonation of the language - never panic if you don't understand a single word. At this stage, familiarise yourself with the gentle ups and downs of this funfair ride. Appreciate the accents around the world, as English is a very diverse, and highly regionalised language. 

• If you're an intermediate learner, the words for you would be 'read', 'speak', 'write' and 'remember'. Read so that your vocabulary bank capacity gradually increases over time without knowing it. Look up for the definitions of words you don't know, and for even better effect, learn the synonyms and antonyms. When chances to practice your oral abilities come to you, seize them! Don't rush - speak slowly if you are not confident enough. Begin writing simple passages, as you are still gaining experience. Learning any language requires a certain amount of memorisation, and unfortunately English is no exception. Especially when it comes to grammar. Native speakers use the language every single day, and through time, grammar is usually embedded into their long-term memory naturally. The same thing with your mother tongue - you probably know the grammar without really learning the structures and reasoning behind. Continue to listen, of course.

• If you're an advanced learner, retain all aforementioned aspects and continue to develop them to your needs. Remember: practice makes better; learning is lifelong. If you haven't come across any opportunities to practice, create your own!

3. Change your mindset

• Social norms in Hong Kong nowadays seem to be that if a non-native speaker is able to speak with the fluency and dexterity of a native speaker, or sound like one, they would be considered to be showoffs, snobbish, unapproachable, intimidating, and pretentious. The most likely cause of such a phenomenon would be the envy stemming from insecurity and lack of confidence that many people have, often as a result of being taught English improperly. Improvement is possible for everyone out there. The question is, is the person in question (or yourself) willing to? It is easier said than done, but bring on the courage to communicate with more advanced individuals.

On the educational/institutional level

1. Provide alternative learning opportunities/experiences

• One of the biggest flaws of the current education system would be that resources and opportunities for the learning of English beyond the classroom are scarce. Under this flowchart which only ever prepares students for the DSE and into the future workspace (while barely exposing students to everyday conversations, literature, and more), students often turn out to be highly standardised theoretical grammarians. It is no surprise that youngsters  dread school English classes due to the boring, repetitive nature of these, and they would rather learn online on their own - this in essence is beneficial but do keep in mind that content online is of varying quality. 

• Therefore, alternative learning opportunities to supplement day-to-day grammar should be provided on a regular basis to keep students engaged.  Feasible examples include:

  • • Inter-form speaking days, where upper form students could interact and discuss in English with their lower-formed counterparts, around a list of provided topics;

    • Events/Nights Out/talk shows/workshops - virtually or physically - showcasing for example, British, American, Australian, Canadian, Kiwi, South African, and/or Indian culture could be held to facilitate intercultural appreciation and understanding - whilst getting exposed to English - as well as to allow for the development of more worldly and globally-minded students, since not all schools benefit from having Native-speaking English Teachers (NETs); 

    • Guided simple English book reports could be issued during holidays so that reading is loosely done year-round, without wreaking havoc on the already tightly-packed schedules of students. They should also have the chance to read and analyse all sorts of publications in English collectively, ranging from classical literature to modern plays for variety; and

    • The creation of an English Literature (EL) club where resources permit, since EL is not offered as a subject/course in all schools. 

• Aside from syllabus defaults, other 'unorthodox' choices, such as writing catchy captions/promotions, could be included for diversity. 

2. Expose students to English as much as possible

• Schools should be proactive when it comes to exposure and immersion. Aside from all things formal, the PR of student bodies - clubs, societies, Houses &c. - should be in English, or bilingual at the very least, under the proofreading/supervision of teacher advisors, specifically those who are engaged in an English-heavy subject such as English or History. 

• Assemblies, functions, talk shows, dramas &c. should be held in English where appropriate. 

• Educators should communicate with students in English as much as possible. In class, definitions of new words/items of vocabulary should be supplemented with synonyms. Cantonese/Chinese definitions should only be used when needed - and sparingly - so that students' vocabulary banks can be built up more effectively.

• Assemblies, functions, talk shows, dramas &c. should be held in English where appropriate. 

• Educators should communicate with students in English as much as possible. In class, definitions of new words/items of vocabulary should be supplemented with synonyms. Cantonese/Chinese definitions should only be used when needed - and sparingly - so that students' vocabulary banks can be built up more effectively.

• School libraries should actively be on the lookout for new reads to recommend to students. 

3. Keep educators' English proficiency in check

• Schools should offer regular courses (speaking, reading, writing) for teachers to keep their proficiencies in check, or to brush up their English abilities. 

• For educators teaching a subject that is required to be taught in English, the pronunciation of any words or important vocabulary items that they are uncertain of - or do not know how to pronounce - should be double-checked, as unintentional mistakes can be passed on and could snowball over time. 

  • • A subject-based pronunciation handbook/guide detailing the correct pronunciation of subject-specific terms (while accounting for the differences between, for example, British and American pronunciations and spellings) should be issued to teachers so that oral errors are minimised. 

• Educators should be reminded why, how and when English should be used to ensure that not only students, but all members of staff who should be using English routinely are following EMI guidelines and protocols as set by your school.