2025 IJRSE – Volume 14 Issue 13
Available Online: 10 July 2025
Author/s:
Tran Nguyen, Nam Phuong
Jahja, Clara
Lim, Christine
Felicia, Jessica
Tendy, Enli
Surijanto, Dennielle
Joyceliem, Tiffanny
National Chengchi University, Taiwan
Abstract:
This paper explores how language use in Hong Kong schools’ shapes students’ identity, sense of belonging, and social opportunities. It focuses on three main languages: English, Cantonese, and Mandarin. Each language represents a different part of students’ identity. English is linked to global success, Cantonese to local culture, and Mandarin to national unity. Based on student surveys and existing research, the paper finds that English-medium education is seen as more valuable for careers, while Cantonese is losing space in schools even though it is important to local identity. Mandarin is being promoted by the government but is sometimes seen as forced. These language choices can lead to social divisions and identity confusion. The paper suggests that schools should treat all three languages with equal respect to support students’ development, cultural pride, and a stronger sense of community.
Keywords: language policy, cultural identity, bilingual/trilingual education, Hong Kong education, social integration
DOI: https://doi.org/10.5861/ijrse.2025.25204
Cite this article:
Tran Nguyen, N. P., Jahja, C., Lim, C., Felicia, J., Tendy, E., Surijanto, D., & Joyceliem, T. (2025). Bilingualism and social integration in Hong Kong: The role of education policies in shaping national identity. International Journal of Research Studies in Education, 14(13), 23-32. https://doi.org/10.5861/ijrse.2025.25204