ABSTRACT
Building on Chapter 6, this chapter begins by exploring Hong Kong’s instructional setting. The specifics of what CBI looks like in the case of Hong Kong will be outlined, referencing key works in this area. Following this, the chapter will consider a comparison of motivational data drawn from schools across Hong Kong’s three modes of instruction (Chinese, English, and Mixed). Rooted in the evidence, the chapter will consider possible implications of the data, particularly in the context of the status given to English in Hong Kong, as discussed in Chapter 3.
