The medium of instruction policy in Hong Kong: debates, challenges, and pathways for enhancing bilingual education

Many Hong Kong (HK) students face challenges with declining English proficiency. In 2010, the HK Education Bureau proposed a fine-tuning medium of instruction (MOI) policy, allowing schools greater flexibility to embrace an English-as-a-medium-of-instruction (EMI) curriculum. Moreover, content and language integrated learning (CLIL) has become a popular way to increase students’ English exposure and fulfill parental expectations. However, the effectivness of EMI in fostering second-language (L2) and subject knowledge remains debated. This study utilizes a literature review, theoretical analysis, and conceptual synthesis to examine HK’s MOI language policy, employing Bourdieu’s theory of capital and Deleuze’s rhizomatic theory. It explores the interplay of linguistic, cultural, and social capital, addressing how linguistic ideologies, stratification between EMI and Chinese-as-a-medium-of-instruction (CMI) schools, and declining English proficiency among HK teachers and students can be reframed through rhizomatic possibilities. This approach emphasizes the dynamic and evolutionary process of acquiring language skills and fostering cultural competences. This paper suggests integrating CLIL and translanguaging approaches to create co-learning environments, offering effective language education and inclusivity. The findings provide insights for curriculum developers, principals, teachers and parents re-evaluating linguistic ideologies. Ultimately, this paper underscores the significance of addressing diverse students' needs and contributes to the discourse on HK's language policies. © 2025 The Author(s).