Hong Kong Students Face Language Barriers in Higher Education Despite English Proficiency Push
HONG KONG – A growing number of Hong Kong university students who were educated primarily in Chinese are finding themselves at a disadvantage when it comes to English-language coursework, highlighting a persistent challenge in the city’s education system. The issue is gaining renewed attention as authorities consider a review of the medium of instruction (MOI) policy, potentially allowing more secondary school students access to English-taught classes.
Suri Chan Tin-wing, a freshman English major at the Chinese University of Hong Kong, embodies this struggle. Chan, 19, found herself overwhelmed by her first creative writing assignment – a 300-word short story. Unlike many of her peers, her secondary education at Yan Chai Hospital Law Chan Chor Si College focused on Chinese as the medium of instruction (CMI) for all subjects except science and mathematics.
“I felt hesitant the moment I started writing,” Chan told the South China Morning Post. “I questioned whether my plot would be as well written or creative as those of students from EMI schools. I thought my writing was formulaic and lagged behind.”
Chan’s experience isn’t isolated. Many students graduating from CMI schools report similar difficulties transitioning to the English-dominant environment of higher education. This disparity raises concerns about equitable access to opportunities within Hong Kong’s university system.
The MOI policy has been a contentious issue for decades, often intertwined with political considerations. A veteran involved in formulating the policy told the South China Morning Post that the debate extends beyond pedagogy, impacting the very survival of schools.
Hong Kong’s education system historically prioritized English instruction, a legacy of its British colonial past. However, in the late 1990s, following the handover to China, there was a shift towards promoting Chinese as a medium of instruction, aiming to strengthen cultural identity and broaden access to education.
While the intention was positive, the implementation created a two-tiered system. Schools with sufficient resources and parental demand continued to offer English Medium Instruction (EMI), often leading to better performance in standardized tests and university admissions.
According to data from the Education Bureau, approximately 60% of secondary schools in Hong Kong currently use Chinese as the primary medium of instruction. This figure underscores the scale of the potential impact of any policy changes.
The upcoming review of the MOI policy is expected to consider ways to address the language gap. Proponents of expanding EMI argue it will better prepare students for a globalized world and enhance their competitiveness in the international job market. However, concerns remain about ensuring that all students, regardless of their linguistic background, have the support they need to succeed.
The debate also highlights the broader challenges of language acquisition and the importance of providing adequate resources for students learning in a second language. Experts suggest that simply increasing the amount of English instruction isn’t enough; effective language support programs and teacher training are crucial.
The situation in Hong Kong reflects a global trend. Studies by UNESCO show that students who are not proficient in the language of instruction often face significant academic disadvantages. Addressing these disparities is essential for ensuring equitable access to education and fostering a skilled workforce.
[Image of Suri Chan, courtesy of the South China Morning Post: https://img.i-scmp.com/cdn-cgi/image/fit=contain,width=1024,format=auto/sites/default/files/d8/images/canvas/2026/02/13/3dcf4d78-51b3-4d46-9008-3004345eb22c_25c373c8.jpg]
Suri Chan, a first-year student at the Chinese University of Hong Kong, is among a growing number of students facing language barriers in higher education.