At the same time, the Education Bureau also carried out the "Biliterate and Trilingual" educational policy in all schools to breed a generation of "trilinguists" who would be proficient in Cantonese, English and the national language, Putonghua. Since then, Putonghua has become a compulsory subject for all primary and junior secondary students, as well as one of the elective subjects of HKCEE (Lai, 2001). In 2000, the Standing Committee on Language Education and Research (SCOLEAR) implemented the policy of "using Putonghua to teach Chinese Language Subject" in order to further promote biliteracy and trilingualism in Hong Kong. According to a research done by Societas Linguistica Hongkongensis (2014) on the trend of using Putonghua as the medium of instruction in Chinese Language lessons, more than 71% of primary schools and 25% of secondary schools in Hong Kong have participated in the scheme today. It is believed that Putonghua will be the medium of instruction for Chinese Language lessons for all classes of participating primary schools in the years coming (Societas Linguistica Hongkongesnis, 2014). Lai (2001) has also conducted a research on Hong Kong secondary school students' language attitude towards Cantonese, Putonghua and English. It is found that although students mainly use Cantonese in daily contexts because it is their mother tongue, they believe that learning and possessing the ability to use Putonghua can help them communicate with people in Mainland China and Taiwan (Evans & Green, 2001). Therefore, the importance of Putonghua will continue to grow as the ethnolinguistic landscape of Hong Kong continues to change.
Business Domain.
Evans and Green (2001) suggest that the roles of English and Chinese are important in workplace communication in Hong Kong after the sovereignty return to the People's Republic of China (PRC).
