The Impact of Cantonese Use in English-Medium Classes on Local Hong Kong Students' Identity from a Post-colonial Perspective

In the situation of a rapid increase in English-medium instruction (EMI) in world higher education, we are to examine the public universities in Hong Kong, within that multilingual post-colonial context, English is the major source of teaching and academic capital, and Cantonese also has its place. Previously most of the research has concentrated on the macro policies and ideologies that offer symbolic power for English yet seldom focused on the views of local students and the role of Cantonese in English Medium instruction (EMI) classrooms. Ten local college students are recruited through purposeful homogeneous sampling, and data are collected from semi-structured interviews and then subjected to reflective analysis. It is discovered that students consider English as an important capital source for entering the global world and use Cantonese inside and outside the class as the basis for understanding so as to reduce costs and reduce the communication risks in collaborative tasks. AI tools further make English an efficient source of information, elevating the status of Cantonese for quick understanding and community connection, thus creating the Third Space. The study advocate that Cantonese is a local resource instead of an interference factor, and we mean to make EMI courses and language policies make use of the local language as an interactive resource, thus reducing language burdens, enhancing engagement and learning effects.