Introduction
Standing Committee on Language Education and Research (SCOLAR) was established in October 1996 to advise the Government on language education issues in general and the use of the Language Fund in particular.
With a view to enabling the people of Hong Kong, students and working adults in particular, to become biliterate (Chinese and English) and trilingual (Cantonese, Putonghua and English), SCOLAR has complemented and supplemented the language-related promotional efforts of the Government and its advisory bodies as well as other stakeholders by funding and implementing various initiatives using the Language Fund. The initiatives include –
1996-2002
Implementation of research and development projects and language projects to respectively inform language learning and enrich the language environment.
2003-2010
Review of the language education policies and measures in Hong Kong and publication of the report "Action Plan to Raise Language Standards in Hong Kong - Final Report of Language Education Review".
Strengthening of professional development of Chinese language (including Putonghua) and English language teachers, provided school-based support and offered grant schemes to schools.
2011-2013
Implementation of research on language education issues and continued creation of a facilitating language environment.
From 2014 onwards
Implementation of learner-centred initiatives to further enhance the biliterate and trilingual skills and knowledge of the people of Hong Kong. The initiatives have been informed by the following six strategic areas –
Since 2014, emphases have been placed on the following six key strategic areas:
- facilitating effective language education policy formulation and implementation through initiating longitudinal research and comparative studies in local and international settings;
- strengthening support of language learning in Chinese and English in very early years;
- enhancing professional preparation and continuing development of language teachers;
- catering for learners' diversity, including the needs of non-Chinese speaking (NCS) students;
- creating and nurturing a facilitating language learning environment for students in and beyond school settings through partnership with relevant stakeholders, in particular the community; and
- raising language proficiency of Hong Kong's workforce in response to the changing language landscape.