Arguments/comments/ suggestions: The EDB guideline banning mixed code in the classroom is too rigid. The paper draws implications for classroom code-switching, which is pedagogically a valuable linguistic resource. Empirical evidence will be presented to demonstrate students' cognitive dependence on English terminologies as a direct result of English-medium education. One important factor is the 'medium-of-learning effect'. Aims or focus of discussion: This paper analyzes the major reasons why mixed code is so difficult to avoid, both inside and outside the classroom. Teachers are encouraged to stick to Cantonese or English, depending on the school-based medium of instruction policy (i.e. In the education domain, an EDB guideline bans mixed code in the classroom. This paper presents evidence of mixed code being socially constructed as bad language behavior. Background: Cantonese-English mixed code is ubiquitous in Hong Kong society, and yet using mixed code is widely perceived as improper.

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