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3. In 2001 this Institute was integrated with the Department of Linguistics and Modern English Language of Lancaster University. 4. ‘The highway leading to anglicisation and assimilation, author’s translation. Chapter 2 Definitions and Distinctions Introduction Any attempt to provide ‘hard and fast’ definitions of concepts such as bilingualism and bilingual education seems doomed to failure, especially if we take into account the fact that this field is highly interdisciplinary, a fact recognised by Joshua Fishman in 1976 when he wrote, ‘Bilingual education itself is not a discipline, it is an interdisciplinary activity’ (Fishman, 1976: 124).

B. B. to take positive steps to promote ‘bilingualism for all, in international education’ (Tosi, 1989: 31). Summary To conclude this discussion on International Schools within the perspective of elite bilingualism, I would like to draw out some key points relating to this type of educational provision. First of all, it must be emphasised that the International School Movement was created to serve a basically monolingual student population, interested in tertiary education opportunities in North America and Europe.

Consequently, English in Hong Kong has been considered by students and their parents alike, as a highly valuable resource which will enable them to gain access to privileged situations of wealth and power (Lin, 1996). Since 1997 and the return of Hong Kong to Chinese sovereignty, the language arena has become more complex. Official language policy now requires that most Hong Kong schools adopt Chinese as the medium of teaching and learning, while those schools who wish to make English the sole language medium of education have to satisfy the Education Department that their teachers and students are able to teach and learn effectively in English.