This course examines English as a historical, sociocultural, ideological and personal reality for Hong Kong speakers. Students will be exposed to a number of topics spanning the historical, geographical, demographic and sociocultural factors catalysing the development of English in Hong Kong, the legitimacy of Hong Kong English (HKE) as a variety in its own right and its sociolinguistic backing, the attempts at drawing up a phonology and a morphosyntax of HKE as well as the complications involved, the current standing of HKE in comparison with the ‘inner-circle’/‘standard’ varieties (British and American English) and other varieties (e.g., other Asian Englishes), and last but not least – the values of HKE as an ideological concept, a fiction, and/or as protean yet homely, lay experience. Part of the course title, i.e., ‘making it your own’, reminds us of the individual creativity and linguistic responsibilities that go into HKE – my own, your own and our own HKE.

 

The course will be divided into three modules:

(1) English in Hong Kong – linguistic history and realities

This module covers topics such as the current status/stage of development of English in Hong Kong with reference to various models that evaluate world Englishes (the Kachruvian Three Concentric Circles Model, Schneider’s Dynamic Model, etc.), English as a phenomenon or even a foundation that make up several sectors/aspects of our lives in Hong Kong (law, government, education, business, media, literature, etc.), and the interactions between English and other languages in Hong Kong (and how to best capture these interactions - bilingualism/multilingualism, code-mixing, or translanguaging/translingualism/polylanguaging in Hong Kong?).

(2) Hong Kong English (HKE) as a variety?

This module goes into the debates over whether HKE qualifies as a variety in its own right, rather than an auxiliary language, an (error-ridden) interlanguage or a second language variety, along with the delineations between HKE and other labels like Chinese Pidgin English, Chinglish and Kongish. On top of these debates, the module also touches on the complexities and controversies that come with establishing HKE as a variety – for instance, we are faced with the questions of how we can decide on an HKE phonology, an HKE morphosyntax, compile an HKE dictionary, etc., and of how to locate the HKE-speaking community.

(3) HKE: status, value, standard, autonomy and creativity?

Finally, in this module topics like the degree of autonomy enjoyed by HKE will be discussed, together with the currency/functions of HKE as an ideological concept, or fiction, or as a lay term that we employ in daily conversations. Popular concepts like language attitudes and language identities will be explored, pertaining to the Hong Kong context.

 

1. To provide students with an introduction to the sociocultural and political background shaping English in Hong Kong.

2. To bring to students’ attention the complications involved in codifying, stabilizing, legitimizing and defending HKE as a variety.

3. To explore the sociocultural, political, and on top of all these, the personal values we attach to HKE through deep introspection, reflection and discussion.

4. To create an awareness of the individual creativity and linguistic responsibilities involved in our making and use of HKE.

 

On completion of this course, students are expected to:

1. have developed an understanding of the current multilingual/translingual reality in Hong Kong with special regard to the status and role of English, as well as the different factors which cultivate and maintain this reality.

2. have had a deep reflection on the intricacies of the codification and legitimization of HKE.

3. be aware of the multitudinous roles/functions/values of HKE that play out in different individuals’ lives.

4. be aware of their everyday linguistic creativity and responsibilities as HKE-makers.

 

A two-hour session every Tuesday, 12 sessions in total. The last two sessions will be reserved for in-class presentations (more details will be disclosed at the start of the course). No tutorials for this course.

 

In-class short written reflections	20% (two in total, each worth 10%)
Final project (group, or individual upon special request; students should pick a topic in consultation with the instructor)	35% (5% outline; 30% presentation)
Final essay (based on findings of group/individual project OR on a different topic of own choosing, in consultation with the instructor)	35%
Participation (contribution to in-class discussions)	10%